My overarching teaching goal is to support students to develop their own understanding of the interlocking systems of privilege and oppression as an effort to continue to eradicate those structures. Guided by critical pedagogues like Paulo Freire and bell hooks as well as my professional training in critical pedagogy and Intergroup Dialogue, my teaching is grounded in two principles: guiding students to develop their critical consciousness to better analyze structures and systems of power, and deepening students’ understandings of self and others, particularly across differences. I engage these principles in my teaching via the curriculum I assign, my pedagogical approach, and the climate I cultivate in the classroom. I also have a strong interest in pushing students to learn by doing. In all of my courses, I push students through readings assigned and assignments to think about ways they can disrupt systems of oppression. Some of these assignments consist of critical reflections, student-led facilitation, and social identity autobiographies. With these particular activities, I intend to encourage students to be more critically conscious and self-aware. Students have expressed that these activities challenged them to reflect on how they can use their developing critical thinking skills to enact social change.