“Teaching that enables transgression – a movement against and beyond boundaries. It is that movement that makes education the practice of freedom.”

bell hooks, 1994

Critical Feminist Pedagogy[1] underpins my teaching philosophy. I draw from my experiences as a Black ciswoman and nurse educator, combined with feminist ways of thinking, particularly Black and Chicana feminists.While teaching in systems built within the scaffolding of Eurocentric ways of knowing, I critique my feminist praxis and the construction of knowledge in nursing to challenge, disrupt and dismantle normative ways of thinking and being in the discipline that can have repercussions for patients and communities. By doing so, I intend to foster critical consciousness among nurses and promote an environment for students to learn how to critique oppression and discrimination (within an intersectional lens), analyze social and health inequities and advocate for individuals by recognizing their power, capabilities and agency. As a result, nurses learn to promote justice by safeguarding human rights and promoting equity and fairness for people and communities.

In order to achieve the potential of a Critical Feminist Pedagogy, dialogue, participation and experience are essential to promote deeper relationships among students and teachers and create a community within and beyond the classroom. As experiences are socially constructed by the world we live in, outside the classroom and within the classroom settings, each learner can help shape the learning experience of those around them. Creating an environment that accepts a plurality of perspectives, opinions, values and beliefs, and employs active learning strategies conducive to discussion with others can strengthen shared learning in this community. Teaching techniques can also lead students to question and reflect on how power structures place individuals and groups in situations of disadvantage and how they can use their agency to reduce and eliminate unjust and unfair healthcare practices. This learning environment can challenge instructors to continue to reexamine the construction of knowledge in nursing. 

Underpinned by Critical Feminist Pedagogy, my teaching philosophy has three principles:

  1. Engaged pedagogy: students learn by doing
  2. Transformative pedagogy: diversity enhances teaching and learning
  3. Reflexive pedagogy: both students and instructors embrace self-reflection in learning and teaching

[1]My conceptualization of Critical Feminist Pedagogy is influenced by Black and Chicana feminists such as bell hooks, Evelyn Barbee, The Combahee River Collective, Audre Lorde, Toni Cade Bambara, Patricia Hill Collins, Sirma Bilge, Jennifer Nash, Kimberle Crenshaw, Janette Taylor, Alice Walker and Gloria Anzaldua.

Summary of Academic Teaching Experience

I’m a Teaching Assistant in the School of Nursing at the University of British Columbia. In the past, I have taught as a guest lecturer in the “Principles of Neuroscience Care” course at London South Bank University (London, United Kingdom)

Professional Development in Teaching and Learning

  • Certificate Program in Advanced Teaching and Learning, January 2021- present
  • Teaching As Research Internship, University of British Columbia, September 2021 – present
  • CIRTL Teaching Citational Practice: A Critical Feminist Approach, October 2021
  • Foundations of Pedagogy, University of British Columbia, 2020
  • Instructional Skills Workshop, University of British Columbia, 2019