My classrooms come together at crossroads where learners engage one another—as peers and as people. I believe teachings emerge when we invite complexity into conversations that are circles and classrooms, too. I believe that content matters, but that form and framing matter more. I teach to remember how to hold and honor differences; including those of my own making. I believe that teaching requires growing commitments to learning and unlearning in equal measure. As a scholar of religion, I think deeply about birthright inheritances including the beliefs that structure our worlds. I welcome wisdom situated in bodies of knowledge both literal and literary. My teaching is dance, is dialogue, is discipline, is discernment.
Calling people together is process, is product, is privilege. It is also work, as are most practices that retrain body and mind to recognize and value a different way of being. I convene primarily with those seeking pathways to deepen their own learning and connections. Grounded in humility and convicted by hope, my convenings center personal and collective accountability to diverse lived experiences and expanding communities of care. A six-step process structures the invitations I extend. When we call ourselves in, center together, name core values, converse, check for clearness, and close in community, “we” become.
My design work is public scholarship. As a seasoned educator and instructional designer, I translate rigorous thought-work into the kind of engagement that matters to the kind of metrics that are often hard to measure. Interdisciplinary commitments combined with an international upbringing train my gaze across often siloed genealogies and bounded disciplinary canons. My designs take processes of knowledge production seriously and situate learning within complex systems and contexts. The efficacy of my design work shows up in a spaciousness of inquiry, a deepening of relationship, and in the stirring of soul. I scaffold learning that lingers.
Leading and working in relationship informs how I partner both personally and professionally. To think, to work, to teach, to be—together—requires commitments to ourselves, to one another, and the communities to which we belong. To live and learn and lead in right relationship takes time. I believe that time is a precious resource. To make the most of yours and mine and ours and theirs, we start at the very beginning—which is not only a very good place to start, but the place from which a relationship can become a partnership.
Words can be conveyors of facts and fictions alike, pointing to the familiar while opening doors to people, places, and things beyond our experience and imagination. The words of others can lift up truths we are not yet able to see or hear clearly on our own. Often, words challenge even as they uplift. When we take someone at their word and step for a moment into their world, it helps us to see more clearly the boundaries of our own believing and knowing. I write for the expansion of my worlds and for learning that turns page by page.