I take pride in doing research-led teaching, demonstrating how research done outside the classroom can directly relate to the issues explored within it. Showing the entirety of the process—from identifying interesting research questions, to analysing and conceptualising, submitting, revising, publishing and even rejection—helps students appreciate the unpredictable (and sometimes messy) nature of research .

Teaching requires that I think differently about my research and make my arguments clearer. Classroom discussions with students regularly informs my own research. Students in my summer school course helped me conceptualise GONGOs, while seminar discussions in my sexuality and social policy course led to research projects on the one-child policy and LGBT people in China, and public attitudes on PrEP in the UK. As such, teaching-led research is also central to my life as a scholar.