Research Interests

Within my pedagogy and scholarship, I am devoted to fostering holistic ways of being, knowing, learning, relating, and teaching within educational spaces. I am dedicated to re-imagining educational environments to nurture the spirit, emotions, body, and mind of teachers and learners. I am passionate about co-creating intentional learning spaces that foster a relational alchemy that honours diversity, awakens aesthetic forms of representation, and invites people to nurture their gifts.

I am humbly committed to engaging in a living inquiry, which is grounded in an ethical and reciprocal enmeshment of Indigenous pedagogies, perspectives, and inquiry alongside transformative inquiry to nurture the mutual flourishing of students, teachers, communities, the land, and the more-than-human and invite renewed understandings of our responsibility to re-story colonial narratives.

My primary areas of educational practice and scholarship include teacher education, practitioner-inquiry, arts-based education, early-learning, holistic teaching and learning, embodiment, Somataphorical Inquiry, and Transformative Inquiry.