My experience as a public school educator within the physical education and adapted physical education disciplines has instilled in me a profound philosophy of inclusion and strong emphasis on accessibility; which, in my perspective, entails creating learning experiences that align with the needs of my students rather than molding them to meet the objectives of the course. In my classroom, I strive to adopt a radical pedagogy; a teaching approach that transcends conventional methods and fosters genuine engagement from my students. As bell hooks elucidated in Teaching to Transgress, this entails the unequivocal acknowledgment of each student’s presence and the genuine valuation of their personhood within the classroom environment. To effectively achieve this objective, it is imperative to integrate the background knowledge and experiences of my students into the curriculum by providing pertinent examples and experiential opportunities. In my undergraduate course, “Movement for Individuals with Disabilities,” students are introduced—many for the first time—to the concept of disability as a social construct. They are also exposed to various physiological impairments and societal perspectives that influence our perceptions of disability, expectations in physical activity spaces, and practices that promote movement and healthy lifestyles. Additionally, students have the opportunity to teach short lessons to children and young adults with disabilities to develop motor skills and engage in physical activity. Through these learning experiences, students often reflect on their own connection to disability and recognize practices that have been observed or experienced that could be implemented with greater care. As one student reflected, “In my opinion, this has been one of the best classes overall that I have taken. The professor was extremely helpful, and inclusive, and he even memorized our names.”

During my tenure at UNT, I have not only endeavored to embody a pedagogy of access but also that of freedom. As an engaged educator and mentor, I believe that “educating as a practice of freedom is a way of teaching that anyone can learn” (hooks, 1994, p. 13). I offer students opportunities for practice, play, and creativity, fostering an ownership of their learning. In practice, this can be observed through: (a) semester-long experiential learning opportunities that connect and reinforce theoretical and conceptual lecture topics; (b) scaffolded assessments that encourage students to take risks and assume responsibility; and (c) flexibility within the process of meeting course expectations. As the instructor of the graduate course, Research Methods for Kinesiology, Health Promotion, and Recreation, I assigned students a literature review on topics of their interest. Taken in their first graduate semester at UNT, students are afforded not only the opportunity to enhance their knowledge of kinesiology-related topics pertinent to their course of study but also to gain an introduction to the research process. Throughout the semester, students submit drafts of their search strategies, preliminary results, and drafts of their final manuscript. They also participate in several rounds of peer review. This project culminates in the submission of a final manuscript and a poster-style presentation, similar to an academic conference. By dissecting the final project into multiple components, students are given the opportunity to edit or revise their work for future submissions. As one student reflected:

I had no idea what to expect coming into grad school and there were times when I felt very overwhelmed, especially with imposter syndrome. Meeting with you was exactly what I needed. Your kind words and advice helped more than you know, and I deeply appreciate you taking the time out of your day to help a student who needed it.

Within and beyond the classroom, I have aspired to cultivate an authentic rapport with my students, heavily relying on embracing vulnerability as an educator and relinquishing my authority in most interactions. My objective is to empower my students and mentees by fostering critical thinking and risk-taking, engaging in Socratic-style guidance, and consistently providing a safety net should they encounter challenges. In doing so, I shift the responsibility of any ‘question-answering’ towards the student through didactic dialogue, a praxis that is further reinforced by student feedback. For instance, one former student expressed gratitude in an email, stating, “As I reflect on my time at UNT, I would like to express my sincere appreciation for the invaluable lessons and education you provided.” In reality, it is I who derive the most learning from them, and my interactions with these students and mentees serve as a constant source of motivation and passion for me as a mentor, educator, and scholar.