I consider education and poetry as healing, liberatory practices that occur both inside and outside traditional learning and literary spaces. I value process over product and dialogue over isolation. My teaching approach is informed by my commitments to: racial, gender, and economic justice, mindfulness; the pedagogical theories of Paulo Freire, bell hooks, and Maria Montessori; metacognition or what I call "breaking the fourth wall in educational settings;" fostering "live questions" or personal connections to the material; self-reflection; co-directed learning; and dwelling in states of curiosity and wonder rather than states of competitive, authoritative, and prescriptive judgment.

Through my work, I'm excited to contribute to movements in guerrilla publishing; the undercommons (the informal, unauthorized, and invisible safety net or mutual aid networks under-girding the social, public, and private sectors); and alternative learning communities that challenge traditional hierarchical schooling, which tracks learners, values tradition over innovation and equity, abuses credentialing power, and commodifies and weaponizes knowledge at the cost of wisdom, love, empathy, and oral and embodied knowledge traditions.

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In my role as an educator, I prepare the learning environment, curate texts and media, encourage and affirm curiosity and expression, ask questions, and help identify patterns, synthesize ideas, and make connections.