Since 2016, I have taught across secondary and postsecondary educational contexts in Nigeria and Canada, with experience spanning English, Religion and National Values, Literature, Government, Social Studies, and foundational studies in philosophy, history, sociology, and education. I have served as a secondary school teacher in multiple Nigerian schools, including Mighty Ambassadors Model School, Mount Zion Comprehensive High School and Ogbe Udu Secondary School, where I taught English, Literature, and Government, and contributed to curriculum delivery in linguistically and culturally diverse classrooms. Since 2023, I have also worked with the Limestone District School Board in Kingston, Ontario, as an Education Assistant supporting elementary and secondary students in inclusive classroom settings.

Between 2018 and 2026, I held multiple teaching fellow and instructional roles at Queen’s University’s Faculty of Education, where I designed, delivered, and assessed courses in the history and philosophy of education and supported teacher candidates in blended and in-person learning environments. These include Graduate Teaching Fellow appointments in FOUN 102 (ITEP, TEMS, and FSLM streams), where I developed course materials on the philosophical and historical foundations of education and taught and assessed in collaboration with faculty and Indigenous communities in Canada.

Across this period, I have also served as a teaching assistant for a range of undergraduate and graduate courses at Queen’s University and the University of Ibadan, including

  • Self as Teacher,

  • Self as Professional,

  • Supporting Environmental Education in the Classroom,

  • Social and Cultural Contexts of Education,

  • Philosophical Method in Adult Education,

  • Modern Philosophies of Adult Education,

  • Historical and Philosophical Methods in Education,

  • Philosophical Foundations in Adult Education, and

  • Introduction to Philosophy.

These roles involved facilitating tutorials, supporting student learning, grading, and contributing to course delivery across education, philosophy, and social foundations of learning.

In addition to formal teaching appointments, I have engaged in guest lectures, research talks, and academic facilitation at Queen’s University and Canadian Mennonite University. These include lectures on intellectual virtues in culturally diverse classrooms, racism in schools and the Blaxit effect, epistemic justice in education, and the cultivation of virtue-centred pedagogies. I have also served as a panellist and facilitator in academic and community forums addressing Black history, teacher development, and collective agreements and union education for graduate students and teaching assistants.

Between 2020 and 2025, I contributed to academic and professional development initiatives, including co-facilitating workshops for teaching assistants and graduate students through the School of Graduate Studies and Postdoctoral Affairs, the Centre for Teaching and Learning, and multiple interdisciplinary faculties at Queen’s University. I also co-organized a virtual international colloquium titled “Teacher Preparation and COVID-19 Snags: Rethinking the Models,” which brought together scholars across Nigeria’s geopolitical zones and international experts, engaging over 450 participants in dialogue on teacher education and crisis contexts. In 2025, I also participated in the Black Youth Mentorship and Leadership Program at the University of Calgary, supporting youth leadership development and educational empowerment.

Looking ahead, I will be teaching in the Faculty of Education at Canadian Mennonite University, including

  • EDUC-3200 Inclusive Education,

  • EDUC-3400 Anti-oppressive Education and Culturally Responsive Pedagogies,

  • EDUC-3480 Hands-on Approaches to Science and Math,

  • EDUC-3520 Technological and Media Literacy across the Curriculum,

  • EDUC-4820 Pedagogies of Peace and Justice, and

  • EDUC-4900 Education Practicum III.

These courses reflect my ongoing commitment to preparing teacher candidates for inclusive, reflective, and justice-oriented educational practice grounded in both theory and lived classroom realities.

Across all institutions and roles, my teaching spans secondary education, teacher education, higher education instruction, tutorial facilitation, mentorship, and academic leadership across Nigeria and Canada. My pedagogical approach is grounded in philosophical inquiry, relational teaching, and a commitment to inclusive and culturally responsive education, with particular attention to epistemic justice, intellectual virtue formation, and the cultivation of ethical and reflective educators