As a decolonial feminist, I embrace my responsibility to equip students with the tools they need for critical engagement in global politics. As both a scholar and practitioner of global development, I guide students through theoretical approaches to global development policy and multilateral, government, and non-government institutions but also design simulations, policy-oriented assignments, and workshop-based seminars and lectures addressing development scenarios and praxis. 

 

My course designs prioritize reflexivity, as I pay close attention to my own positionality and encourage students to reflect on how their identities, challenges, and forms of privilege inform their engagement. I collaborate with other scholars to better inform the diversity of perspectives relying on multimedia content, guest speakers, and pedagogic methods. Leveraging my engagement in the Canadian Association for Studies of International Development (CASID)'s group on decolonial teaching, I am continuously improving my practices (teaching, assessments, interaction styles etc.) to account for diverse learning habits, lived experience, and professional ambitions. I address the needs of neurodivergent students to avoid over/under-stimulation, issue trigger warnings, and design alternative assessments for those not set up to thrive in traditional higher-education environments.