Creating a nurturing and inclusive learning environment is fundamental to empowering students in their personal and academic journeys. As a queer Chinese dance educator with extensive international experience, my teaching philosophy is rooted in student-centered pedagogy, equitable and inclusive practices that support underrepresented individuals, and a continuous, reciprocal process of learning, growth, and advocacy.

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My experiences growing up in a rigid, teacher-centered system where my unique voice was silenced and my artistry stifled have shaped my commitment to student-centered teaching. This approach places students’ needs, backgrounds, and lived experiences at the forefront of learning. It reminds me to prioritize what students need over what I want as an instructor. For example, while teaching dance technique as a predoctoral instructor at the University of Washington, I tailored my instructional methods to accommodate diverse physical abilities and learning styles. I offered modifications and affirmations to ensure that all students—regardless of their prior training or abilities—felt empowered, valued, and confident in the classroom.

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My lived experience as a queer Chinese artist profoundly informs my commitment to supporting underrepresented individuals. Growing up in a conservative environment dominated by gender binary norms, I struggled for many years to reconcile my gay identity and the queerness of my expression. This personal history fuels my dedication to creating inclusive spaces where students from marginalized backgrounds—LGBTQ+, non-binary, BIPOC, or first-generation—feel seen, respected, and celebrated. In my Master's project course DANCE 490 A: Special Dance Studies—Experiential and Historical Understanding in Chinese Dance, I incorporated diverse materials and perspectives that challenge dominant narratives. Through critical discussions on race, gender, and sexuality in dance, I encouraged students to see dance as a tool for advocacy and social change. Additionally, my community-based work reflects this same commitment. During my MFA studies, I founded the Y.J Dance Studio project as a safe space for dancers to explore movement free from traditional gender stereotypes. This initiative particularly empowered LGBTQ+ and non-binary students to experiment, create, and flourish artistically.

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Teaching, for me, is also a continuous, reciprocal process of learning and growth. I see the classroom as a space of advocacy, empathy, and exchange—where both students and teachers contribute to the evolution of knowledge. I embrace reflective teaching practices by seeking feedback, observing classroom dynamics, and adapting my methods to address inequities and challenges. I also value the diverse perspectives my students bring, as they challenge me to reimagine my pedagogy and deepen my understanding. By fostering a collaborative learning environment, I model the importance of curiosity, humility, and adaptability—skills essential for growth in both artistry and life.

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By creating equitable spaces, I aim to prepare students to become thoughtful, compassionate artists and advocates—ready to make meaningful contributions to the world of dance and beyond.