My Philosophy of Teaching

I believe that teaching is a noble profession, a vocation not a career. I believe in a policy of universal education whether academic or vocational should be based on inclusion. The process of education and teaching is ongoing, continuous and contiguous for teachers as well as for administrators. While change is certain, being able to carry the confidences and aspirations of teachers and students and meet their expectations thereafter is the challenge I expect to meet.

In a broad sense, my research interests lie in understanding the needs of vulnerable and marginalized populations of students that compels us to rethink how our educational system can better serve all its students. My doctoral research study was situated within the context of school-linked integrated services for at-risk pregnant and parenting young women. This study was part of a larger SSHRC interdisciplinary research study focusing on maternal identities. In this research, I examined adolescent identity construction, organizational interventions and multidisciplinary collaboration within the context of school-linked integrated services. Theoretically I drew on postmodern, poststructuralist feminist modes of inquiry and utilized the case study research methodology. My research also focused on how pregnant and parenting young women get discursively positioned as “Other” and the cultural/ideological matrices that use and profit from such symbolizations.