My teaching is grounded in the belief that students learn international relations best by reading, arguing, and writing. My courses are discussion-based and student-led: rather than delivering conclusions, I design structured conversations that ask students to grapple with competing theoretical frameworks, evaluate evidence, and defend their own positions. Writing is central to this process. I treat every writing assignment as an opportunity to help students develop the analytical habits they will carry well beyond the classroom.

My research on racism in international institutions shapes how I approach difficult conversations in the classroom. I create structured space for students to engage with questions of race, power, and hierarchy in world politics, topics that are often either avoided or handled without sufficient care. My goal is not to foreclose debate but to ensure it is grounded in evidence and conducted with intellectual honesty. Students in my courses learn that discomfort with hard questions is a starting point for inquiry, not a reason to avoid it.

Above all, I want students to leave my courses with genuine confidence engaging complex theory. International relations scholarship can feel abstract and inaccessible, but I believe every student — regardless of prior background — is capable of reading, critiquing, and contributing to it. My aim is to demystify the discipline while raising the level of intellectual ambition in the room.