Drawing on my formal training in anthropology, I place participatory methods at the core of

my teaching practice. This orientation is reinforced by my experiences at previous educational institutions, where learning was structured around collaborative inquiry, collective

problem-solving, and non-hierarchical engagement. Together, these experiences and

my ontological, epistemological, and methodological commitments shape a coherent vision of teaching that foregrounds engagement, participation, and the co-production of knowledge.

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My teaching practice is grounded in participatory and inclusive approaches that actively engage students with course material from their own perspectives while recognising and accommodating learners’ diversity. Inclusive pedagogical strategies enable sustained reflection throughout the learning process and intentionally build on students’ prior knowledge and lived experience. Within this framework, the teacher’s role shifts from that of an authoritative transmitter of knowledge to that of a facilitator and mediator, fostering a shared learning environment that values co-learning and mutual responsibility. Collaborative learning, in this sense, functions not only as a pedagogical strategy but also as a means of empowering students by supporting their agency and confidence as learners.

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Participatory approaches align closely with constructivist theories of learning, particularly in their emphasis on learner autonomy and meaning-making. Informed by Learning Style Theory, I adopt a diverse range of teaching strategies to ensure that no group of learners is systematically disadvantaged. Constructivism further supports critical reflection on the distinction between pedagogy and andragogy, highlighting the importance of recognising adult learners’ autonomy, their capacity to define what is meaningful, and their ability to integrate prior experiences into new learning contexts. Participatory teaching also resonates with principles of social constructivism, emphasising collaboration, dialogue, project-based learning, and trust-building

as central to knowledge production.

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In developing my teaching practice, I draw on best practices from these pedagogical traditions by focusing on several guiding principles: identifying the core concepts or insights to be conveyed; designing collaborative pathways for students to engage with these concepts; incorporating active learning strategies that enable students to apply knowledge; and encouraging reflection on how theoretical insights can be transferred into practice. Through this process, I aim to support students in developing critical thinking skills and in navigating learning as an iterative, reflective journey.

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Finally, I seek to further strengthen my pedagogical repertoire by engaging with Participatory Learning and Action (PLA) techniques. PLA offers a set of powerful methodological tools for cultivating critically reflective, creative, and socially engaged practitioners, and it aligns closely with my broader commitment to participatory, inclusive, and transformative education.

[1] Carlile, O., & Jordan, A. (2005). It works in practice but will it work in theory? The theoretical underpinnings of pedagogy. Emerging issues in the practice of university learning and teaching, 1, 11-26.

[2] O'Leary, R. (2002). Advice to new teachers: Turn it inside out. PS: Political Science & Politics, 35(1), 91-92.

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