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 Global Studies and Introductory Studies at Stanford University. My teaching has centered on international development, humanitarianism, militarization, and social theory.
This fall, I am teaching an introductory course on "American Enemies," which examines the cultural and racial production of "enemies" in the U.S. from the Second World War through the post-9/11 war on terror. Previously, I taught a senior seminar in International Relations, "Humanitarianism in Uniform," which helped students come to an understanding of how militarization and humanitarianism are produced through one another. I also designed and instructed a Capstone Seminar on "New Directions in Development Studies" looking at emergent fields in development studies such as human security, the role of China, and environmental change.
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.
This fall, I am teaching an introductory course on "American Enemies," which examines the cultural and racial production of "enemies" in the U.S. from the Second World War through the post-9/11 war on terror. Previously, I taught a senior seminar in International Relations, "Humanitarianism in Uniform," which helped students come to an understanding of how militarization and humanitarianism are produced through one another. I also designed and instructed a Capstone Seminar on "New Directions in Development Studies" looking at emergent fields in development studies such as human security, the role of China, and environmental change.
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.
