Students from Tibetan Childrens Village Participating in the Tibetan Uprising Day March. Image by Ishani Dasgupta. March 10, 2018.
Teaching Philosophy
As an educator, I bring to the classroom the lessons from my field—centered on deep, ethical listening and a commitment to radical openness. I believe this creates an environment of inclusivity, where learning is nurtured through compassion, curiosity, and respect. My teaching focuses on fostering critical engagement while promoting an ethos of inclusivity, respect, and understanding.
Courses Taught
My courses focus on social and political justice, incorporating voices of historically marginalized communities, including refugees, political asylees, subaltern groups, Indigenous peoples, and racially minoritized populations. Through my courses, I guide students in examining how intersecting systems of power operate, while also exploring the movements and community-building efforts that emerge in response. Ethical and collaborative research practices are also central to my teaching, underscoring their importance in scholarly inquiry.
University of Chicago
• Human Rights and World Civilizations
• Qualitative Research Methodology
• Global Challenges to Human Rights
• Beyond State Power: Margins, Borders, and Frontiers
Previous Teaching Experience
• Being Human: Introduction to Cultural Anthropology – Case Western Reserve University
• Anthropology of Refugees – University of Louisville
• East and West: A Guide to the Cultural History of the Modern World – University of Pennsylvania
Engagement Beyond the Classroom
I extend learning beyond the classroom by integrating meaningful interpersonal engagements. For example, in my “Anthropology of Refugees” course, I curated discussions with members of the Kentucky Refugee Ministry, offering students a nuanced understanding of refugee rehabilitation. I also incorporate primary texts—memoirs, rare books, legal documents—into my teaching, facilitating debates and discussions that encourage students to adopt multiple historical perspectives.
Commitment to Social Justice Through Pedagogy
As a teacher committed to social justice, I prioritize citational justice, ensuring that scholars of color and those marginalized by class, gender, and ability are represented in my teaching. I believe in challenging dominant narratives by encouraging students to engage with the knowledge of minoritized scholars and practitioners.
Through this pedagogical approach, I aim to inspire my students to carry these values forward, fostering a deeper understanding of justice and equity in both their academic and personal lives.