Teaching

In my teaching, I embrace a social justice lens, recognizing the profound impact that societal structures have on sport and physical activity. I strive to illuminate the ways in which power, privilege, and inequality shape our experiences in these domains. By critically examining these issues, I aim to empower students to challenge the status quo and become advocates for equity and inclusion within their communities and professional fields.

I believe in fostering a classroom environment grounded in reciprocity or reciprocal learning. In this setting, knowledge flows both ways—between myself and my students. This reciprocal approach not only enriches the learning experience but also cultivates an atmosphere of mutual respect and engagement. I encourage students to share their diverse perspectives and experiences, which not only enhances our collective understanding but also helps develop their critical thinking and analytical skills.

My pedagogical approach is centered on active learning. I design my courses to be interactive and participatory, encouraging students to engage deeply with the material. Through discussions, collaborative projects, and experiential learning opportunities, I aim to bridge the gap between theoretical knowledge and practical application. This method ensures that students can see the relevance of sociological concepts in real-world contexts, particularly in the realm of sport and physical activity.

Ultimately, my goal is to cultivate change-agents—students who are not only knowledgeable but also motivated to make a positive impact in their fields. I strive to equip them with the tools and insights needed to address social injustices in sport and physical activity, encouraging them to apply what they’ve learned to create meaningful change in society. I want my students to leave my classroom not just with a deeper understanding of the subject matter, but with a commitment to using that knowledge to drive social progress.