My masters’ thesis is an intimately empirical piece about managing discomfort and vulnerability when trying to bring students’ lived-experience into the classroom. It is a call for pedagogical practices that are rooted in self-actualization and a view of emotionality that is not black and white. This work, deeply influenced by narrative sharing and efforts toward accountability and justice in the classroom, influences who I am and how I move through the world. 

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In the essay, you'll find anecdotes, letters, and poetry; my dedication to bridging theory with practice and multimodal expressions of truth-telling.