In the classroom, a group of diverse learners bring what they are familiar with and engage with less or un-familiar material in negotiation with one another. We gain a greater experiential base from which to explore the significances of culture and cultural production through lecture and discussion, and through formative writing assignments, applied media, project workshops, creative prompts, and guest speakers from the community. Learning is an iterative process of experiencing something new, reflecting on that experience, making judgments about its implications, and acting on those judgments (HT: Joy James). Curiosity about the world, listening to one another, asking good questions, and connecting knowledge to material realities is key.
My research influences my teaching. In order to dislodge humanitarian and nationalist frames for meaning-meaning we resist reading refugee cultures as humanitarian ethnography. Instead, we draw on primary sources produced by scholars and cultural critics with related positionalities. In the design and undertaking of research we are co-creators of knowledge with the communities concerned.
In writing classes and in writing assignments, we learn the forms and processes of academic writing in order to inhabit them and stretch them. Writing is a form of communicating and also a form of thinking.
Evaluation Methods in Applied Communication Research
Research and Writing in the Humanities and Social Sciences
Globalization: Cultural Issues
Refugee and Forced Migration Narratives
The video Simon Fraser University’s School of Communication made about this course for student recruitment.
Multiculturalism and Vancouver Literature
Introduction to Fiction
Introduction to Literature
Courses Assisted in Teaching
Contemporary Canadian Fiction
Postcolonial Literatures: Theory and Practice
Introduction to Popular Culture
Cultural Studies and Consumer Culture