Pedagogy and Practice
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.
- Felicia Rose Chavez, 2021. The Anti-Racist Writing Workshop:
How to Decolonize the Creative Classroom, p.41.
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.
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.
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.
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.
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.
Chavez, F. R. (2021). The Anti-Racist Writing Workshop: How to Decolonize the
Creative Classroom. Chicago: Haymarket Books.
Land, R. (2004). Educational Development: Discourse, identity and practice. New
York: McGraw Hill.
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