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This course will explore and examine critically how particular discourses (within different genres and media) relate to Nuyorican politics, art, culture, and society. Students will develop interpersonal, interpretive, and presentational communication modes and will be exposed to cultural products and practices of the people of the Puerto Rican community in New York to understand perspectives while developing intercultural competence. |
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My project is to develop multimedia class materials for my new course, “The Diva: A Cultural Saga,” an exploration of the diva’s genesis and metamorphoses from classical antiquity to today. To historicize the diva’s celebrity and its many meanings over time, I am designing activities based on cultural collages, halls of mirrors, and audio-visual doppelgängers. More broadly, the aim is to create meaningful paths for enhancing students’ literacy in media criticism. |
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My sociology of law students will create online and in-person exhibits of Duke students’ activism over the past 100 years. The LAMP fellowship will support my efforts to design a multimedia course where students learn content, develop research skills, and create galleries that inform and move diverse audiences. |
| In my project, I plan to develop engaging role-play activities for elementary Hindi students. By integrating culture, humor, and authentic language, I aim to enrich their learning experience beyond traditional textbooks. |
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I'm establishing an arts-based makerspace to empower faculty across disciplines to integrate hands-on, creative learning experiences into their courses. This initiative will provide resources and training to broaden undergraduate pedagogy, fostering experiential learning and inclusivity. |
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I am working to engage more multimodal tools in my writing 101 class, Writing Reproductive Justice. Specifically, I am working on revising my research assignment to include a digital zine gallery where students translate their research to a more public audience. |
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I am exploring ways to integrate the techniques of Brazilian theatre practitioner Augusto Boal into my new course Performing Brazil. Boal’s “theatre of the oppressed” (which draws on Paulo Freyre’s pedagogy of the oppressed) introduces theatre games and exercises for “spec-actors” as a tool for inspiring social and political change. This current project is part of my larger goal to introduce more experiential and collaborative exercises and assignments in all my classes. |
