Teaching Philosophy
My teaching philosophy is grounded in the belief that education is a transformative encounter, one that cultivates knowledge, shapes identity, and expands the ways students understand themselves and the world. I strive to create a classroom that is structured yet welcoming, rigorous yet deeply human. In this environment, students are encouraged to think critically, question authentically, and engage both mind and spirit in their learning journey.
At the core of my pedagogy is my identity as an Instructor Allomother, a concept rooted in Black womanist traditions of communal care and educational stewardship. As a Black woman, I draw from the Black Woman Leadership framework articulated by King and Ferguson, which recognizes that Black women lead through relational care, moral courage, intuitive wisdom, and everyday acts of community protection. This tradition shapes my teaching as I move through the classroom with attentiveness, empathy, and a deep commitment to the well-being of each learner. I teach with the spiritual sensitivity and intuitive awareness often associated with mothering, I “read the room,” respond to the culture and climate of the classroom, and adjust to in hopes that all students feel seen, respected, and valued.
Epistemologically, I believe knowledge is constructed through dialogue, cultural insight, lived experience, and reflective practice. Because my own educational journey (primary and secondary) rarely included Black authors, Black theorists, Black histories, or Black women’s voices, I intentionally incorporate African American literature, cultural texts, and language practices into my curriculum. This is not only an academic decision; it is an act of restoration and representation. Students learn that their cultural knowledge is legitimate, that their vernacular is rich with meaning, and that scholarship includes the fullness of their lived realities. Ontologically, I see education as a process of becoming: students are not merely absorbing content but forming an identity as thinkers, creators, and contributors to their communities.
My approach is also shaped by self-leadership theory, which emphasizes personal agency, intentional growth, and reflective discipline. I model self-leadership by remaining committed to my own learning, examining my own potential biases, refining my pedagogy, and cultivating emotional and intellectual clarity. I encourage my students to practice self-leadership as well: to reflect, to take responsibility for their development, and to align their actions with their personal and academic values. In this way, the classroom becomes a space where students learn to guide themselves, not merely follow instructions.
Across composition writing, creative writing, African American Literature, humanities, business communication and a leadership courses, I bring the same goals: to help students understand the power of their voice, to engage with texts in culturally relevant ways, and to develop as strong, confident thinkers. Reflective writing, classroom discussions, and individual conferences remain one of the most meaningful aspects of my work. These interactions allow me to support students in deeply personal and academically targeted ways, listening, guiding, and affirming their growth with the care of an Allomother and the precision of a skilled educator.
Ultimately, I want students to leave my classroom with more than academic skills. I want them to leave with a strengthened sense of identity, intellectual agency, and communal responsibility. Teaching, for me, is a practice of care, ethics, intuition, and transformation. The Instructor Allomother framework is not simply a philosophy; it is a lived, daily commitment to creating spaces where students feel honored, challenged, and empowered to become who they are called to be.
Works Cited
Burns, James MacGregor. Leadership. Harper & Row, 1978.
Collins, Patricia Hill. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. Routledge, 2000.
Ferguson, Alease, and Toni King. Black Womanist Leadership: Reflections and Insights. Lexington Books, 2011.
George, Bill. Authentic Leadership: Rediscovering the Secrets to Creating Lasting Value. Jossey-Bass, 2003.
Guiffrida, Douglas A. “Othermothering as a Framework for Understanding African American Students’ Definitions of Student-Centered Faculty.” Journal of Higher Education, vol. 76, no. 6, 2005, pp. 701–723.
Gwaltney, John Langston. Drylongso: A Self-Portrait of Black America. Vintage Books, 1980.
Jefferson, Ayisha Zakia. The Veil of Black Beauty: A Phenomenological Study of Black Woman Leadership. 2020. North Carolina Agricultural and Technical State University, PhD dissertation.
Kazan, Anna L., and Andrew Bryant. Self-Leadership: How to Become a More Successful, Efficient, and Effective Leader from the Inside Out. McGraw-Hill, 2012.
Parkay, Forrest W., and Beverly Hardcastle Stanford. Becoming a Teacher. Allyn & Bacon, 2010.