I have had a wide range of teaching experiences, including International and Area Studies and Geography at UC Berkeley, International Relations at Brown University and the University of Sheffield, and Global Studies and Introductory Studies at Stanford University, My teaching has centered on gender, violence, humanitarianism, race, and the politics of difference.
Last year, I taught a new course on "Political Violence" for first year undergraduate students in which we interrogate definitions of violence and how they are formed through the spatial and racial politics of difference. This course includes readings on colonial and racial violence, violent ecologies, and Cold War terror. Previously, I have also taught seminars on "Feminist and Decolonial Approaches to International Relations" and "Humanitarianism in Uniform," which helped students come to an understanding of how militarization and humanitarianism are produced through one another. I also designed a seminar on Caribbean Worlds that examines "Western Politics" from the perspective of the Caribbean region, using social theories of race and postcolonial power generated by this region.
I am part of the #TeachingCostsOfWar campaign, and have taught courses for the general public on "Twenty Years of War: The Causes and Consequences of the Post-9/11 Wars." You can read more about these efforts in my interview with the Costs of War's Educator Spotlight series. I bring these efforts to supporting PhD research on war and militarization through the White Rose Dissertation Training Program, where I was deputy director of the security, conflict and justice pathway and deputy directory of Sheffield's PhD program before I was fortunate enough to begin directing the Carnegie study on re-imagining US foreign policy.
My courses combine social theory with real-world empirical problems to allow students to think about the world around them through the "lens" of different theoreticians. Using theoretical frameworks from critical human geography as well as insights on race, gender, and the politics of difference from feminist studies and critical race theory, I encourage students to think about how places are produced through global interconnections. I have enjoyed working with students at various points on the higher education pipeline, from teaching college freshmen to advising undergraduate and graduate student theses on topics such as borderlands, immigration, militarization, and public humanities. Through undergraduate teaching in particular, I have had the the opportunity to develop many resources to support student writing. My courses typically devote a portion of regular class meetings to an element of the research and writing process in order to emphasize writing as an iterative process.
Many of my students have gone on to work for NGOs and other development organizations, as well as pursue professional and academic graduate degrees. I see my job as equipping students with the conceptual tools to understand the institutions in which they may work, and the global problems they may confront.