Jinsun’s approach to teaching is guided by two key goals: fostering geopolitical sensibility and cultivating interdependent learning, in order to practice education as “a crucial form of resistance to the colonization of hearts and minds” (Mohanty 1989). First, post-secondary education should help students develop a geopolitical sensibility to better comprehend complex interconnections between regions, nations, and global contexts. Second, the classroom can serve as a space where students come to see that knowledge production is collaborative and more engaging when grounded in interdependence rather than individual performance.

Jinsun also creates transparent course designs for students to increase ownership of the learning process and accessibility. To achieve this, they use a grading contract model designed by Dr. Peter Elbow and Jane Danielewicz (2008), which values the time and effort they invest in the course rather than thier prior knowledge or writing skills. They also ensure that all students have the opportunity to revise and resubmit assignments if they are not satisfied with their grades. This approach has been positively received by the majority of my students, who report reduced stress and a greater sense of encouragement to improve.