I hold a limited-term appointment at Concordia University as an assistant professor where I teach the following classes (fall and winter 2018):
- SOCI 225-Sociology through Film
- SOCI 250-Sociology of Culture
- SOCI341-Sociology of Media
Department of Sociology, University of Toronto-Mississauga (2009-2018)
- SOC 349 – Sociology of Food (2018)
- SOC 317 – Shopping & Society (2015 & 2017)
University of Toronto-Scarborough
- In FSTB01H3 – Introduction to Food Studies: “Distinction” (2016)
University of Toronto-Mississauga
- In SOC433-Power, Politics, and Society: “Museum of the selves: Exploring identity through food blogs” (2012)
- IN SOC 302-Sociology of Culture: “Cultural consumption”(2012)
- In SOC3508-Art, culture et société: “Le mouvement Slow Food et les arts culinaires” for at University of Ottawa, Ottawa (2007)
My teaching focuses on helping students see the linkages between their individual lives and broader social, environmental and political issues. I structure my classes to encourage students to acquire insights into the complexities of the global world, but also, into their own everyday decisions and behaviours through class discussions and reflective assignments. University students today have the world at their fingertips, and can access an array of information on varied subjects in an instant. In this context, I see my role as guiding and providing insight to help students navigate this changing world where fact and fiction coexist, and are not always distinguishable. More importantly, I aim to develop students’ curiosity about the social world, and their desire to engage with it in meaningful ways.
As a cultural sociologist, I see cultural objects and practices – like eating, listening to music or drinking coffee – as ideal entry points for furthering budding sociologists’ inquiries into contemporary social life and culture. In the classroom, I use elements of everyday culture and social life as tools to facilitate discussing complex social issues – like globalization processes or social inequality – as well as to introduce and further explore theoretical and conceptual ideas that are not always easy to grasp in their abstract forms. I see learning in the university classroom as a two-way street. As a teacher, I seek to provide an intellectually stimulating, positive and respectful environment, where students can feel confident to explore new ideas. In return, I expect students in my classes to take ownership of their learning and be active participants in their education. I achieve these goals through two main didactic approaches in my teaching: collaborative learning and a participative classroom.