My pedagogy scholarship examines teaching as a central site of qualitative methodology, exploring how researchers teach, mentor, and sustain qualitative inquiry amid political pressure, institutional precarity, and methodological conformity. Across this work, I treat the methods classroom as a space of theory-building, ethical formation, and creative disruption. My recent writing on artful pedagogy explores how relationality, embodiment, and play can nurture critical judgment and sustain emerging qualitative inquirers.