To transform the creative classroom paradigm, we must sustain discomfort,

       listen deeply and reflect on the unsettling truth that white racism is inevitable.

       Only then can we endeavor change.

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                        - Felicia Rose Chavez, 2021. The Anti-Racist Writing Workshop:

                          How to Decolonize the Creative Classroom, p.41.

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As an aspiring educational developer, I bring a unique blend of professional skills, community experience, and a strong commitment to advancing institutional diversity and equity in teaching, research, and service within the context of art, media, and design—specifically within the model of practice-based pedagogy.

 

I am a passionate educator with a deep commitment to fostering inclusive and transformative learning experiences. Throughout my professional journey, I have honed a diverse set of skills in art and design practice and education. I trained as an architect and have higher degrees in film and creative writing (focusing on graphic forms). I am currently completing a PhD in Language and Literacy Education; I am presently writing my dissertation, which focuses on creating comics with a group of teenagers to foster agency in responding to the climate crisis.

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Through collaborations with artists, community organizations, and cultural institutions, I have developed a deep appreciation for the power of art and design in advancing social change and promoting dialogue. I am one of the founding members of the artist group Beyond Collective—a collaboration between Indigenous and non-Indigenous women and women-identifying artists, writers, poets, and filmmakers. Our organization is responding to the 83rd Call to Action put forward by the Truth and Reconciliation Commission "for Indigenous and non-Indigenous artists to undertake collaborative projects and produce works that contribute to the reconciliation process."  I am witness to the power of art, media, and design to open conversations and create new possibilities.

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These experiences have sharpened my ability to co-create inclusive learning environments that embrace diverse perspectives, challenge traditional norms, and foster care with the needs and aspirations of learners. Central to my professional ethos is a strong commitment to advancing institutional diversity and equity in teaching, research, and service. I firmly believe that education should be accessible to all, and that it is our responsibility as educators to actively promote equity and inclusion.

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I welcome initiatives that further promote anti-racist and anti-ableist values within academia. These include facilitating workshops on inclusive teaching practices, supporting faculty in centring diversity and equity in their courses, and participating in working groups (research-to-action) dedicated to advancing institutional goals of diversity and inclusion.

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I am excited by the opportunity to collaborate with faculty, staff, and students in shaping vibrant and inclusive learning environments that nurture creativity and engage in critical thinking. I dream of co-creating other uncharted methods of community wellness, development, reflection, and growth. I look forward to further ways in which to contribute my expertise, creativity, and commitment to the enhancement of transformative educational experiences that empower teaching and learning.

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References:

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Chavez, F. R. (2021). The Anti-Racist Writing Workshop: How to Decolonize the

      Creative Classroom. Chicago: Haymarket Books.

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Land, R. (2004). Educational Development: Discourse, identity and practice. New

      York: McGraw Hill.

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Truth and Reconciliation Commission of Canada, (2015). Truth and

      Reconciliation Commission of Canada: Calls to Action, Exhibits, accessed

      July 01, 2023, https://exhibits.library.utoronto.ca/items/show/2420