Teaching Philosophy
As a queer Chinese dance scholar-educator with extensive transnational teaching and learning experience, my teaching philosophy is rooted in feminist pedagogy that emphasizes student-centered, problem-posing approaches. I believe that creating a nurturing and inclusive learning environment is essential for empowering students in both their personal and academic journeys. In my classroom, I actively challenge institutional oppression, acknowledge racial and cultural difference, welcome queer narratives, and advocate for inclusivity. By supporting underrepresented individuals and fostering a continuous, reciprocal process of learning, growth, and advocacy are central to my long-term commitment as an educator.
Drawing on John Dewey’s concept of student-centered learning, I reflect on my own experience growing up in a rigid, teacher-dominated education system, where my individuality and personal identity were silenced and my artistry suppressed. These experiences shape my belief that teaching must prioritize students’ voices, needs, and lived experiences over the instructor’s authority. Similarly, Paulo Freire’s notion of problem-posing learning inspires me to create a classroom where students are encouraged to ask questions, express curiosity, and explore their individuality.
My commitment to equity and inclusivity stems from both personal and professional experiences. Having navigated institutional oppression as an Asian minority in the U.S. and grown up in a conservative environment shaped by binary gender norms, I understand firsthand the challenges faced by students from marginalized backgrounds. These experiences drive my dedication to creating spaces where LGBTQIA+, non-binary, BIPOC, and first-generation students can be seen, respected, and celebrated.
As an interdisciplinary scholar-educator whose research intersects gender and sexuality, race, culture, and dance/performance, I integrate these perspectives into my teaching practice. For example, in a dance composition class, I design assignments that prompt students to explore gender issues within dance genres. By encouraging students to connect the work to their own identities, they generate questions, develop strategies, and create choreography that reflects their individual voices and lived experiences. This approach places students at the center of the learning process while cultivating critical thinking, creativity, and self-expression.
Ultimately, by fostering a learning environment grounded in student-centered and problem-posing approaches, I aim to equip students with the skills and confidence necessary for both academic and personal growth. By creating equitable, respectful, and inclusive spaces, I strive to prepare students to become thoughtful, compassionate learners and advocates capable of making meaningful contributions to the interdisciplinary fields of gender and sexuality, race, culture, and dance/performance.