网曝吃瓜

“The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.”

I agree with the above statement by Brazilian educator Paulo Freire; my goal in teaching is to help students become themselves. Freire went on to say that education is a dialogue between the students, the teachers, and the world around them. I prize the exchange that can happen when people from different identities and perspectives come together in a classroom and what we all can learn from this encounter. I also value the learning that can happen when we get out of the classroom: in visits to houses of worship in the Twin Cities, in working with our neighbors in Cedar-Riverside, or in meeting with indigenous groups in Guatemala.

I define myself as a Roman Catholic pluralist, deeply rooted in my tradition, especially in its commitment to spirituality and social justice. At the same time, I am continually enriched and transformed by the religions and belief systems of students, colleagues, and friends. I have been at Augsburg since 2008. My teaching and research interests include ethics, liberation theologies, community engaged pedagogies, and interfaith studies and action.

Education

B.A., University of Dayton (Psychology and Religious Studies)

M.A., University of Dayton (Theology)

Ed.D University of St. Thomas (Critical Pedagogy)

Recent Publications

鈥淒isorienting Solidarity: Engaging Difference and Developing 鈥楩luidarity鈥欌�� Journal of Interreligious Studies (November 2020)

鈥淭eaching About Race and Racism in the College Classroom: Notes from a White Teacher鈥� (Book Review) Wabash Journal (March 2021)

鈥淭eaching the 鈥楳ost Beautiful of Stories:鈥� Narrative Reflection as a Signature Pedagogy for Interfaith Studies鈥� with M. Stortz (book chapter) in Interreligious/ Interfaith Studies: Defining a New Field, Beacon Press (2018).

鈥淐ultivating Liminal Spaces: The Spiritual Lives and Classrooms of Teachers of Students with Emotional Disturbance鈥� with E. Ankeny in Journal of Religious Education. (July-September, 2017).

鈥淭he Promise and Peril of the Interfaith Classroom.鈥� Intersections: Faith, Learning, and Vocation of Lutheran Higher Education (Fall 2016).

鈥淜aleidoscopic Integration: Spiritual and Social Conscience Development through Narrative Reflection in Service-Learning鈥� (book chapter) in聽Advances in Service-Learning Research, edited by Virginia Jagla, Andrew Furco, and Jean R. Strait (2015).