In my classes I seek to engage students in the co-creation of communities of learning, where each student’s confidence in experimentation, dialogue, and the exercise of intelligent, compassionate listening toward one another and toward the world can grow. I challenge students to think critically, analytically, and empathetically about the world and about established knowledge, questioning their own beliefs and assumptions, and enabling them to make evidence-based arguments through an engagement with the assigned readings. They acquire the skills and tools to identify and address compelling peace-and-justice-related problems, calling into question the social, political, and economic order from which they originated. Mindful of how structural inequalities may manifest themselves in student-teacher and student-student relationships, I employ equity-informed, discussion-based formats and the use of active-learning opportunities whenever possible, including simulations and role-plays, case studies, group projects, student-led classes, films, and interactive technology and on-site learning around Boston and across the world.