Experimentation is at the core of my pedagogy. In my teaching leadership, I construct diverse and inclusive learning architectures and experiences centred around research, imagination, and transdisciplinarity.

My teaching philosophy is oriented around the principles of the ecological university (Barnett, 2018) and an ethical commitment to intellectual emancipation for students (Rancière, 1991), which informs my leadership in curriculum and pedagogical design. This perspective emphasises the need to create opportunities for students to forge interconnections of knowledge in diverse, real-world contexts and conflicts, foster autonomy to critique boundaries of knowledge, and act thoughtfully in contentious situations. Teachers, in turn, are responsible for creating conditions—safe, diverse, and inclusive spaces for experimentation—that sustain students’ will and meaningful engagement with complexity and ambiguity. Inspired by Vygotsky’s (1987) principle of obuchenie and the Humboldtian ideal of unified scholarship, I view teaching, learning, and research as inseparable and mutually constitutive processes.

On the teacher side, I have developed and led numerous professional development initiatives, introducing new methodologies for teaching and learning in pedagogies, educational technologies, and curriculum. I foresee an ongoing transformation of teachers’ roles as facilitators, curators, and meta-creators of learning experiences.

If you have a provocative project idea that will expand students’ imaginations and sense of possibilities, let me know.