My teaching is informed by a decade of post-MSW social work practice, guided by liberatory perspectives, and grounded in critical race theory and social constructivism. While my philosophy and practices continue to evolve, I value how these grounding experiences have expanded my ability to remain fluid and authentic in the classroom. I open each course with an overview of my approach to generalist social work practice, presenting a "web" of orienting perspectives, values, theoretical frameworks, practice models, and strategies. As we navigate these elements, I ask students to apply four steps of critical thinking to each framework:
Identify assumptions: Questioning if "evidence" automatically equals "truth."
Adopt a contemporary standpoint: Analyzing our current historical moment in relation to a specific idea.
Search for exceptions: Looking for where a theory may not apply.
Engage in reflective analysis: Asking, "What does it mean that I think the way I do?"
Embedded throughout my teaching is an unwavering emphasis on "centering the margin."