Teaching Statement

My teaching philosophy centers on encouraging students to critically examine society and explore ways to improve it. Drawing on the work of education scholar Dr. Gloria Ladson-Billings, I embrace a critical/reconstructionist approach to education that promotes intellectual rigor and the development of a critical consciousness. 

Over the past three years, I have taught six courses, and through these experiences, I have engaged in an ongoing process of learning, unlearning, and reflection. This journey has made teaching a transformative experience for me, one that continues to evolve as I learn from my students and my own teaching practice.

Culturally relevant pedagogy, as I practice it in the classroom, encourages students—and teachers alike—to bring our full selves into the learning process. This philosophy creates an environment of openness where diverse perspectives are valued, and critical dialogue is encouraged.

In my course Media, Youth, and Civic Engagement at LSU, for example, students analyzed the use of media to shape narratives of social inequality and spark social change. We draw on texts like #HashtagActivism by Dr. Sarah J. Jackson, Dr. Moya Bailey, and Dr. Brooke Foucault Welles, focusing on how marginalized voices can use media for empowerment. As one student shared in their course evaluation, “I appreciated that we always got to share what we had been working on with the class, as I'm used to working on something for an entire semester only to have it read hastily by one person.” This feedback highlights the importance of providing students with opportunities for collaboration and reflection, reinforcing my belief in the power of community within the classroom.

In Media & Policy Processes, I brought a similar focus on marginalized views, analyzing the relationships between media, economic structures, labor, and globalization. Using texts like America’s Battle for Media Democracy by Victor Pickard and Propaganda by Edward Bernays, I emphasize the need for students to critically engage with the economic and political forces shaping the media landscape. A student in this class remarked, “Professor Jordan exceeded any expectations I had and truly cared about his students. He made sure every lecture and every grade was related to the coursework.” This connection between theoretical foundations and practical application is at the core of my teaching philosophy, which emphasizes experiential learning and project-based assignments over lecture-based instruction. I believe that learning is a process, and that classrooms should be iterative spaces where both students and instructors continuously grow and reflect.

Mentorship is integral to my teaching philosophy. I have mentored students from high school to graduate school, most recently as a McNair Scholars mentor. In this role, I worked closely with a first-generation student navigating the complexities of higher education and discussed with them how to prepare for graduate school. This mentorship experience deepened my understanding of the challenges faced by marginalized students, and it reinforced my commitment to fostering an inclusive learning environment. As a mentor, I encourage students to pursue their intellectual and creative aspirations while also preparing them for civic life.

I see teaching and mentorship as a holistic process, where my role is not only to convey information but also to inspire students to actively engage with the world around them. I hope my students leave my classroom not only with a deeper understanding of communication and media but also with a renewed sense of purpose to contribute to their vision of a just and equitable society.