My teaching and public scholarship extend my research agenda into educational, institutional, and civic contexts. I approach teaching not as content delivery, but as a form of epistemic and ethical formation—shaping how people learn to reason, judge, and act within complex socio-technical systems.
Across classrooms, public forums, and collective infrastructures, this work foregrounds justice, responsibility, and contemplative inquiry as essential capacities for leadership in an algorithmic age.
Teaching as Ethical and Epistemic Practice
My teaching is grounded in the premise that leadership, management, and technological decision-making are not merely technical skills but moral and epistemic orientations. Courses are designed to help students examine how power, authority, and responsibility are distributed through organizational and technological systems.
Rather than separating theory from practice, my pedagogy integrates:
- Critical management and organizational theory
- Socio-technical systems analysis
- Justice-centered perspectives on innovation and governance
- Contemplative methods as rigorous modes of inquiry
Students are invited to engage questions of judgment, accountability, and collective responsibility—particularly in contexts shaped by automation, AI, and institutional complexity.
Contemplative Methods in Management Education
Contemplative inquiry plays a methodological role in my teaching, not as self-improvement or wellness practice, but as a disciplined approach to attention, reflexivity, and ethical discernment.
In classroom settings, contemplative methods are used to:
- Cultivate epistemic humility in decision-making
- Surface assumptions embedded in managerial and technical frameworks
- Support ethical clarity under conditions of uncertainty and complexity
- Strengthen socio-ecological awareness and responsibility
This approach positions contemplation as a resource for leadership judgment, particularly in environments where technological systems mediate perception and action.
Public Scholarship and Collective Infrastructures
My public scholarship is oriented toward building shared intellectual and institutional spaces where questions of technology, justice, and governance can be examined collectively.
This includes field-building work through the Management & Social Justice Lab, which supports research, teaching resources, and dialogue at the intersection of management, technology, and social justice. The Lab serves as a platform for:
- Curating pedagogical and research resources
- Convening scholars and practitioners
- Advancing justice-centered approaches to organizational design and governance
Through public writing, talks, and collaborative initiatives, this work seeks to translate complex theoretical questions into forms that remain rigorous while accessible across institutional and disciplinary boundaries.
Pedagogical and Institutional Focus Areas
Across teaching and public scholarship, my work engages recurring questions such as:
- How should future leaders govern algorithmic and AI-enabled systems?
- What forms of judgment remain irreducibly human—and how are they cultivated?
- How can management education address structural injustice rather than individual ethics alone?
- What pedagogies support ethical responsibility in the face of scale, speed, and abstraction?
These questions guide course design, curriculum development, and public engagement initiatives.
Together, my teaching and public scholarship function as sites where research, practice, and ethical inquiry converge—supporting the development of leaders, scholars, and institutions capable of governing socio-technical systems with care, responsibility, and justice.