Philosophy

Ezekial Hale

Philosophy Statement - Social, Interactive, & Applied Learning

My approach is anchored in sociointeractive methods. Learning is fundamentally reciprocal, social, interactive, and nonlinear. It is intertwined with learners’ experiences, beliefs, and attitudes. When I teach I combine what I’ve learned professionally with what I am drawn to in formal study and research: a synthesis of critical pedagogy, sociocultural theory, and participation frameworks. I prioritize a positive and collaborative setting for discussion and growth. I model knowledge and understanding as strength, with a focus on applied learning. 

My first job as an educator was in an academic support program for newly-arrived refugee students. Their education had been disrupted by displacement and violence. Facing unfamiliar expectations and prejudice, the students navigated high-stakes obstacles with poise and resilience. They inspired me to begin a career in education.

Students whose experience differs from the narrow basis of legacy academia often face reduced and inequitable education outcomes, with a causal link to the social nature of learning. I believe we have a duty to challenge practices and policies that enable prejudicial attitudes and reinforce economic disparity. Our methods should validate learners’ prior experience and promote intercultural strength. 

Success in one class or even with a single exercise leads to greater confidence and learning autonomy, and this empowers students in their academic and everyday lives. Pushing students to learn new skills is necessary, but it is important to know when to push them and how. Expectations need to be reciprocated among the group. Mutual practice of respect, collaboration, curiosity, and support should be the foundation of any class or lesson.

I seek out other perspectives and I try to learn from them, especially when they may contrast with my own. To expand communicative skills and deepen understanding, I build an intercultural community. These convictions benefit everyone with a stake in education; they are indispensable for communities that have been excluded and which are overcoming institutional barriers. We do not learn positively in a negative environment.

An intercultural and crosslinguistic basis for interaction helps us connect with one another. 

For me, every new role is an opportunity to learn from others while also teaching something in return. Professionally, I aspire to join education leaders and stakeholders from many backgrounds in strengthening a pluralistic and multilingual community of practice. Together, we can build programs and policies that reflect the complexity and strength of the communities we serve.