Although I have valuable knowledge and experience in my field, I do not see my role in the classroom as being the sole source of information. Each student brings their own unique perspective and expertise and it is imperative that educators foster inclusion and diversity so that students feel comfortable to share their experiences and contribute to a collaborative learning environment.
David Kolb’s experiential learning model guides my educational practices, as I believe that a non-linear cycle of concrete experience, reflection, conceptualization, and experimentation is imperative to cultivating profound learning. I also advocate for Karen Barad’s theory of diffraction as an intra-active process that illuminates and entangles difference to assist students in understanding the mattering of difference. By thinking diffractively and being confronted with a variety of practices and concepts, students learn about disrupting binaries of thought and habitual thought processes.
My classrooms involve rigorous conceptual and technical work as we examine the purpose, history, and structure of art and design culture so that students are aware of the role art plays in the world today. My job as an educator is to equip a student with necessary technical expertise but also to encourage them to think about how that can be applied to abstract ideas and a critical engagement with the world.