Summary

Teaching PHILOSOPHY STATEMENT:

My teaching philosophy is rooted in three concepts: critical thinking, interconnection, and growth. 

Critical Thinking: I believe a teacher’s approach to teaching should encourage self-reflexivity in the student as well as an inquisitive spirit of awareness to the various realities surrounding him/her. The teacher should him/herself, exhibit these traits along with flexibility and openness. I provide guidance to students leaving enough room for self-direction without dictating outcomes so that they may engage in finding their own voice in their work. The study of the media can be undertaken through a variety of unique and personal angles and I deem it essential for a teacher to convey an openness and a willingness to give students freedom in their own learning process. Feeling such trust and encouragement from a teacher is fundamental to the development of a student in forming his her own ideas and exercising critical thinking not only within the classroom but in everyday occurrences as well. 

Interconnection: I see the role of a teacher as extending beyond the imparting of knowledge related to a specific domain. A student’s learning should go further than the classroom and a teacher should provide him/her with the tools to pursue his/her path of inquiry independently and proactively.  The study of media and communication speaks to phenomena that directly impact one’s everyday actions and thinking through the reception and dissemination of information. Students should therefore be able to apply their classroom knowledge to their everyday experiences to truly grasp the importance of the material they are studying. One tool, among others, that I value and which I have found beneficial during my own experience as a student, is journaling. It is effective in stimulating constant reflection and connecting theories to real life situations while making the student more aware of his/her environment and the role of media within it. My goal is to offer the student a new perspective and understanding of his/her place within the world while fostering connections to larger issues in society.

Growth: I believe that learning should function as a holistic process in a student. Growth should take place and be promoted not only intellectually but at the level of emotional intelligence. A classroom is a place where students can encounter vastly different realities and opinions than what they are familiar with. As a teacher, I strive to stimulate emotional intelligence through my own awareness of my interaction with students; in being approachable and sensitive to their different personalities and personal situations all while being firm in promoting a respect for deadlines and challenging them to fulfill themselves to their best ability. In the field of media/communication studies, many students go on to become cultural producers through film, television, radio etc. As a teacher, strive to evoke a sense of responsibility by placing emphasis during lectures on agency as well as self-reflexivity in one’s choices and thinking process. A teacher  should act as an example by creating a safe and respectful environment in which students can questions and express themselves freely. This,  ultimately amounting to students' greater awareness and consideration of their direct environment and the world.

Education

Education
Sep 2008 - Jun 2011

Master of Arts

Concordia University

Thesis title:

Live 8: A Study on the performance of Citizenship and Propaganda

(Research Funded by the Social Sciences and Humanities Research Council)

Available here: http://spectrum.library.concordia.ca/7117/

In western society, large-scale campaigns have been widely used to address social and

environmental crises. In recent years, mass media and media convergence have produced

within the realm of this phenomenon, a new interactive space in which publics are invited

to participate and called upon as citizens. A significant corpus of academic research has

studied these occasions through the themes of media rituals, celebrity diplomacy, global

policy and “compassion fatigue”. This research uses the 2005 Live 8 campaign as a case

study combining perspectives on media events, Jacques Ellul’s writings on propaganda

and a rhetorical analysis in order to understand the techniques, which made Live 8

successful at mobilizing masses all around the world. The present study speaks to

thought and action in relation to mobilization within a mediated environment for a global

humanitarian crisis. Ultimately this research bridges the aspect of performance with

citizenship and propaganda, into the question of whether contemporary media events,

through their means of mobilization and civic participation, give way to a performance of

citizenship.

Sep 2002 - May 2005

Bachelor of Arts

Concordia University
Sep 2000 - May 2002

CEGEP Diploma

John Abbott College