LaCharles is committed to the classroom. As such, he approaches teaching from a critical communication pedagogy framework--one that is grounded in critical theory and pedagogy and positions critique and social change as necessary components of the classroom. The underpinning ethic here is that teaching can and should be transformative, dynamic, and challenging. Such a framework views students and instructors as co-producing knowledge through various layers of communication and always within a terrain of power and ideology. Ultimately, the classroom is not simply a place of learning (nor is the university), but a place where, through social interaction, identities are constructed and challenged, where power is fought over and laid bare, and where culture is all but fixed.
His primary teaching interest include Black visual culture, Black feminist theories and practice, cultural studies and law, history and theories of photography, cultural studies (especially Black photography), black protest, and critical theories of race and racism.
He has taught several courses from introductory courses to and advanced undergraduate seminar. Introductory courses have centered on oral communication, race and communication, and media studies. LaCharles designed and taught an advanced undergraduate (juniors and seniors) seminar, On the Question of the Visual: Race and Visual Culture in the U.S. The seminar explored key concepts in the field of visual studies, black feminist theory, and cultural studies. It aimed to provide a historical, cultural, and visual foundation for understanding the increasing role visual images play in understanding contemporary black life. Key questions driving the seminar included: How does visuality contribute to discourses of race and blackness? What is the role of visual images in contemporary protest culture, especially in relationship to increased visibility of violence against Black Americans? How do we think through the relationship between the visual, blackness, and culture? What are the ethical and theoretical implications of the visual field?