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" : Ann Mattis Teaching Philosophy
As a teacher I am interested primarily in fostering critical thinking, engaged learning, and self-critical citizenship in my classrooms. Because critical thought is indispensable to all forms of academic growth, my courses stimulate intellectual inquiry that extends beyond the mere absorption of knowledge. Whether I am instructing students how to identify rhetorical strategies or fallacies in nonfiction writing or exploring the discursive operations of whiteness in Edith Whartons ghost stories, I draw on my background in Education by deploying scaffolding strategies that help students emulate sophisticated modes of analysis incrementally. Because I believe that students are more likely to reach critical depths when they engage relevant material, I design all of my literature and composition courses around themes that not only allow students to develop analytical skills but also to understand their public relevance. Exploring themes across a diverse range of narrative texts and rhetorical histories, I provide students with examples of various genres, epistemological theories, and identity positions on my syllabus, thereby facilitating their ability to understand ideas as both formal and cultural constructs. For example, I model historicist analytical approaches by tracing the loaded figure of the woman worker throughout a selection of twentieth century womens literature. In my course entitled Issues in Feminism, I not only introduce students to the interdisciplinary history of feminist inquiry, but also provide them with the analytical skills necessary to understand the historical and rhetorical formulation of different critical positions.
With the constant aim of creating student-centered academic communities, I deploy a feminist pedagogy that strongly values intellectual and social diversity, encouraging students to engage in rigorous critical exchanges that challenge hierarchies of the traditional classroom. By targeting specific areas of knowledge and skill sets and facilitating active student participation, I create an active educational space through engaged lectures, Socratic seminars, and cooperative learning. In literature classes, individual students frame classroom discussions, whether they identify important themes, draw connections between texts, or express any difficulty they had in understanding dense passages. My classroom activities and assessments not only teach students that thinking and writing are complex and fluid processes, but also that intellectual growth can be effectively realized as a collective.
Viewing the classroom as an extension of society, I seek to bridge the gap between course material and the world outside the classroom in order to encourage students to integrate knowledge into their concept of citizenship. I accomplish this by situating literature and ideas within historical contexts and drawing connections that allow students to interrogate their own civic roles. By strengthening students ability to analyze texts, I supply them with critical tools that they can directly apply to their own lives. In one of my composition courses, for example, I design readings and assignments around the topic of social class in America. Because America is perceived by many to be a classless society, this course encourages students to unpack commonplace ideas about class and to re-imagine national and global citizenship.
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