My approach to teaching is wholistic and is based on the teachings of my Aishinaabeg and Celtic ancestors.

I give thanks to the guidance I’ve received from Elders, Indigenous scholars and allies who’ve shaped my approach. My experiences as an educator have taught me valuable lessons about awakening consciousness, and a deep sense of patience and gratitude for the opportunities to learn with many incredible spirits. Teaching has taught me self discipline, openness to change, tireless work ethic, and the ability to truly listen in order to meet people where they are at. Having also been coordinator of Indigenous education at College of the Rockies, in British Columbia, I learned to improve my administrative capacities to deliver multiple layers of educational programming simultaneously. All these experience have taught me to aim for innovation and strive for excellence. I look forward to growing and utilizing the knowledge of my ancestors as I continue to pick up the pieces they have left behind on the trail. 


My personal teaching philosophy is guided by the circle. In class we start with circle.  Students are engaged in dialogue to elucidate their gifts and strengths. Reault (1999) introduces an Ojibway language phrase “Aazhikenimonenaadizid Bemaadizid” meaning “the study of the behaviour of life” (p.105) in his groundbreaking masters thesis Ansihinaabe Mino Bimaadiziwin: The Way of a Good Life. This term is the closest word for philosophy in Anishinaabeg cosmogony. Using the sensibility of this phrase, my teaching philosophy includes the following features:

  1. Teaching is an act of Biskaabiiang ‘learning together while doing’;
  2. Teaching is a ‘search’ for ways to inspire students to live in a good way; and,
  3. Teaching is a reflection of ancient wisdom found in Indigenous Cultural Knowledge (ICK).

By teaching in this way each course is guided by students’ gifts. Their experience can be authentically Indigenous through the activation of de-colonial narratives. 

The most important feature of my approach to education is the inclusion of students as teachers. Together we work to identify our strengths and weaknesses based on the balance found in the four quadrants of medicine wheel (mind, body, spirit, and emotions). Classes include sharing circles, engaging dialogue, and practical applications of student’s learning experiences. Our collective priority is to awaken each others gifts to encourage self mastery. 


Learning in circle ensured students play an equal role in their education by removing barriers found in power structures. Students are inspired to awaken their personal narrative through assessments that includes journaling. Students are also encourage to share personal narratives awoken through the act of storytelling. By sharing my personal narrative and my ongoing journey to come to know what it means to be Anishinaabe students were often inspired to start their own journey of cultural identity development.

Cyclical themes such as seasonal changes and moon cycles are woven into each lesson grounding students in their ancestral wisdom. Students are always encouraged to apply the lessons of each week to their understanding of the world and challenged to recognize their colonial assumptions. In each course, pending institutional requirements, students are encouraged to complete their assignments based on their personal strengths. Students are empowered to utilize their gifts, which often came in the form of artistic expressions. The results were a mosaic of artistry, sound, and genuine inspiration. Students are also offered opportunities to learn beyond the classroom with local community leaders. The ultimate goal of my teaching philosophy is to develop wholistic programming opportunities that enable students to define personal successes.

For an in-depth look at courses I have taught and designed visit [here]