CRITICAL THEORY STUDIES

Within a theoretical framework, my pedagogy marries Critical Race Theory with Critical Youth Studies, in which I view the lived experiences and sociopolitical construct of youth, particularly discourse on youth of color, as parallel to the social construct of race. In effect, my teaching from instruction to pedagogy to management emerges from a point of considering the historical context and contemporary narrative on students of color. Since my theoretical framework relies on intersectional thought, I strive to reinforce these principles in content and culture. To clarify, I do believe my students can read, write, and think critically on grade-level. The skills needed to be 21st-century leaders, both in college and career, are already strengthened through visualizing the classroom as society and students as organizers.

While my teaching philosophy has not changed over time, I have refined the ways in which theory and practice merge in the classroom. Instead of prioritizing the reinforcement of individuality and standards-based values, my teaching philosophy focuses on allowing young people to lead their learning that reflects the knowledge-based skills necessary for community sustainability and self-preservation. While district policies, curriculum, and resource impede students’ autonomy, I challenge myself to continue to find the ways in which my teaching philosophy persists within the existing education system.