Rachel K Henesy, PhD

My teaching philosophy is a synthesis of critical educational methods, developmental perspectives, and intersectionality. Inherent in critical education (Paulo Freire,1970) is the concept of social justice achieved through praxis, which is defined in critical education as a cycle of “reflection and action directed at the structures to be transformed” (Freire, 1970, p. 126). As discussed by Collins and Bilge (2016), critical education and intersectionality share common history, goals, and philosophical foundations. One major connection is the emphasis placed on analyses of systemic oppression and privilege, as well as the awareness that education can either reinforce existing injustices or provide students with “the kinds of critical thinking and problem posing skills that can remedy [inequalities and injustices]” (Collins & Bilge, 2016, p. 162). This latter option, the development of transformative skills, is often referred to as critical consciousness, or conscientização (Freire, 1970). Recently, several scholars have conceptualized intersectional pedagogy and “teaching intersectionality intersectionally” (Case, 2016; Naples, 2009). One core element that links critical and intersectional pedagogy is the use of dialogue and experiential methods to help students develop critical consciousness (Collins & Bilge, 2016). I emphasize small and large group discussions as well as various activities to support an active learning environment.