Who I Am
My name is Riley Andrews, and I am an undergraduate student majoring in Gender Studies at the University of Victoria. I have known since grade school that I wanted to become an elementary school teacher, but I chose not to enter the education program right away. Instead, I wanted to explore other fields, grow academically, and gain a deeper understanding of the world before stepping into the teaching profession. Choosing Gender Studies has been one of the most meaningful decisions I have made. The courses I have taken have not only shaped how I understand the world but have also helped me become a more thoughtful and socially aware future educator.
A big part of who I am comes from the things I love doing. I am a very creative and hands-on person, I love crafting, making art, and singing. Creativity has always been one of the main ways I express myself and connect with others. I also love being outdoors and feel most myself when I am hiking, going on walks, kayaking, or spending time near the water. I enjoy staying active through sports, and I am someone who finds a lot of joy in animals and spending time with my friends and family. These interests keep me grounded, playful, and curious, qualities I carry with me into my approach to teaching.
My Path Toward Teaching
Teaching has always felt like the right path for me. I love working with children, and I have always imagined myself building a classroom where students feel excited to learn, supported by their community, and confident in their abilities. Studying Gender Studies has played a major role in shaping this vision. My coursework has helped me understand how identity, systems of power, and social norms shape children’s experiences at school. It has also made me mindful of how vital representation, care, and equity are in all learning spaces.
Learning through an intersectional and anti-oppressive lens has made me more attentive to the everyday moments in which children learn who they are and how they belong. It has also strengthened my commitment to building classrooms grounded in empathy, inclusion, representation, and care.
Choosing Gender Studies before entering the PDPP has not taken me off the teaching path, it has prepared me for it. It has given me the tools to support diverse learners, understand the social contexts they move through, and create spaces where EVERY child can thrive.