As a teacher, I like to promote learning environments that combine being creative with being critical, being autonomous but applying collaboration; and always perceiving the irruption of the poetic in the everyday. My dual path in both academic research and artistic practice, offer me insight into the materialities and temporalities of artistic processes. 

Aware of myself as a migrant, parent, freelance artist, and originary from a former colonising country, I feel implicated in issues such as privilege, decolonisation, precarity, neurodivergence and diversity. For these reasons, I think it is fundamental to relate with the recent developments in arts education such as the personal positioning of practice-as-research, and modes of embodied knowledge. These approaches demand new ways of understanding how knowledge is (re)produced, enable ways of decolonize and diversify, and empower life-long learning as a form of resilience. 

 Within the context of an educational approach, I aim at developing learning competencies such as: the ability to formulate research interests, documentation methods, proper referencing, describing one’s own positioning critically, of communicating clearly but inventively. 

I am experienced in developing courses’ syllabi bringing forth what are the learning qualifications, the educational practices, the recommended references. As assessor, I have intervened in phases such as recruitment, mid-term, graduation and resit assessments. In this role, I am supported by my completion of a BKE program at ArtEZ, as well my personal collaboration in the development of the DasArts Feedback method.