As an educator and education researcher, I have come to understand learning as irreducibly
situated in specific contexts, communities, and purposes. All too often, teachers proceed under the assumption that reading, writing, interpretation, and critical thinking are universal sets of skills that can sink in given the right drills and enough repetition. The same teachers are sometimes baffled and frustrated to find that students struggle to apply the routines from class in novel contexts or in later years. I strive to design my classes around projects that necessarily raise questions and problems that, in turn, motivate critical reading, thoughtful discussion, and writing across a range of genres. Indeed, the current-world applications and performance tasks that I build into my courses (please see examples of projects and assessments in the Additional Supporting Materials section) are not accessories to academic development; they are constitutive of that development. My intent is that my students never have to wonder what place a given assignment or conversation has in the projects that frame the course, and that the audience and purpose for their work is never opaque. Early in my career as a middle and high school English teacher, I became attuned to the distribution of responsibility between teachers and students, and I was intrigued by the prospect that some conventions of teaching unintentionally withhold from students some of the richest facets of learning. Influential English educator Sheridan Blau captured this sentiment in a heretical speech titled On the Advancement of Learning Through the Abolition of Teaching, and while I would not go quite as far as his title suggests, I am a staunch advocate for the power of inductive teaching: I far prefer sparking, documenting, and building on students thinking to displaying the fruits of my own; I far prefer steering a class into generative difficulty than designing a controlled environment in which precise questions point to known answers. While many students feel comfortable in the familiar, passive role of information recorder/regurgitator, I have found that most of my students report being better served by courses in which assignments and class time privilege thinking, building, and interacting. This disposition to generate looks different in each of my courses, but the common routine is for students to build theories and principles about central concepts in a course by using their own (and their classmates) thinking processes as data. In a Literature Appreciation course, my students discover what is worth saying about a literary text by responding to a short text with very little guidance and then comparing and discussing each others moves. In this way, what students did say becomes a first blush at (and a common resource for) what they might say, and if I use my expertise to nudge the students toward or away from certain strategies of response or interpretation, I do so in the spirit of widening our collective repertoire rather than claiming for myself the difficult work of deciding what good engagement with literature should be. In a course on the teaching of reading and literature, I have students confront the complexities of censorship and the politics of English curricula by staging a simulated town meeting in which students research and then take on the roles of various community constituenciesconcerned parent, school principal, minister, librarian, etc. and debate the merits of a controversial text and a durable process for selecting and challenging texts in the towns public schools. Perhaps it goes without saying that the students rise to the occasion of inhabiting a perspective other than their own, but more importantly, they use the complexities of that debate as a springboard for considering their own future curriculum development strategies, their plans to communicate with colleagues and parents, and the ways in which they defend the teaching of controversial texts. (Please see my sample syllabi and major assessments for more examples.) While I am outspoken in my endorsement of inductive teaching practices across disciplines, this sort of student-centered inquiry is a particularly good fit for the English methods courses I teach to Teaching Communication Arts and Literature BAA students. No undergraduate, after all, brings more prior experience to a subject area than she brings to a course related to education itself. Whether to build on students tacit expertise or challenge their assumptions, I organize my classes around making students prior knowledge explicit and putting that knowledge in dialogue with the perspectives of peers and researchers. Some of the most productive conversations I have witnessed about teaching and learning have arisen when students are invited to hold up a theory or teaching method against their own long experience as students. In some cases, rigorous research or theory unsettles students ardent beliefs; in others, students bring wise criticism to academic work through their experience as expert participants in school and community cultures. This sort of self-reflection is foundational in courses that examine the historical and political dimensions of English and English teaching, since situating different forms of schooling historically and systemically also requires students to situate themselves in the same ways. As students come to see that their own social and educational experiences might have been otherwise, they also see our educational systemand their identities as teachersas contingent. In many respects, teaching is an inherently political act; the things I position as relevant to college courseworkand the things I background as less relevanthave implications for the kinds of thinking students do and the ways they construct their disciplines and futures. I take seriously my roles as an institutional representative and a role model within my fields of study, and part of my commitment to the political act of teaching is to center the pursuit of social justice in everything I do as a teacher. I strive to return all of my classes to questions about what ways of being and knowing have been dominant, and how, and why. My teaching and research with diverse young peopleI have taught in and researched inner- city English classrooms, and I continue to teach at an internationally diverse summer boarding schoolhelps keep these themes at the center of my teaching, as does the diversity of literary texts and the social justice-oriented professional texts that I build into my syllabi. All of this leads me to construct my courses not only around the practices and methods that carry high status in the world we have, but also an exploration of emerging and underrepresented forms of inquiry that point to the world we might create. Finally, I have come to believe that a good teacher considers the roles of his particular course(s) within his students long-term social, academic and professional development. In this way, I have benefited from a spectrum of teaching experiences across grade levels, from middle school to the doctoral level. Many of my students have pointed out that my disposition to empathize with the dilemmas of being a studentincluding the transition from consumer to producer of knowledge, the disorienting immersion experience in the language of both humanities and social sciences, and the too-often tacit expectations professors have for students academic writinghas kept me attuned to the forms of explanation, support, and patience that help students succeed. A mainstay of my classes is an examination of assigned readings as models (or anti-models) for good writing. Another is to lay bare what longstanding historical factors, policy debates, and research conversations underlie readings and other artifacts we encounter in class. A third is to converse with students in and out of class about their questions, struggles, and interests. I maintain in myself the same long-term commitment that I try to instill in pre-service teachers: to be critical anthropologists of ones students and situate the teacher-student relationship vis--vis the assets that students bring with them and the struggles that are at the heart of their apprenticeship into literary engagement and teaching. I have been pleased to find that my students informal and formal feedback on my teaching has affirmed the major goals that I set for myself: to have an infectious enthusiasm for my students inquiry into the disciplines of English and education; to organize opportunities for students to connect academic knowledge to their own experience; to put that experience in dialogue with real and possible others in ways that raise important ethical and political questions; and to be a resource for my students in their larger trajectories through the discipline, their college careers, and their civic and professional lives.