While my teaching practices will continue to grow and change, four key beliefs shape the heart of my philosophy.
1. Authenticity: Teaching as an Act of Liberation
As a human and a future teacher, I stand on multiple social positions: I am a settler on Treaty Land, an advocate for social justice, and a lifelong learner. My identity shapes my teaching, and I am committed to authenticity. Drawing from Teach Like Yourself by Gravity Goldberg, I understand education as an act of liberation. Students can discover their voices in this space and connect personal growth with community responsibility. Teaching authentically is not about perfection but embracing vulnerability, building meaningful relationships, and inspiring students to be courageous in their learning and lives.
2. Treaty Responsibilities: Truth, Reconciliation, and Decolonization
As an educator on Treaty Land, I am responsible for teaching truthfully about Canada’s history and actively supporting reconciliation and decolonization. This means embedding Indigenous perspectives across curricula, creating authentic collaborations with local Indigenous communities, and engaging students in land-based and place-based learning. These approaches honour the land, history, and ongoing presence of Indigenous Peoples while challenging colonial narratives. By fulfilling my treaty responsibilities, I aim to foster respect, understanding, and meaningful connections between students and the world they inhabit.
3. Social Justice: Amplifying Marginalized Voices
“Injustice anywhere is a threat to justice everywhere.”
~ Martin Luther King Jr.
As a social justice advocate, I aim to create a safe, inclusive environment that nurtures empathy, respect, and dialogue. Amplifying marginalized voices and valuing diverse perspectives are central to my teaching. My goal is to foster critical thinking and inspire students to challenge systemic inequities. I want them to see themselves as active agents of positive change in their lives, communities, and the world. By equipping students with the tools to think critically and act courageously, I help them become advocates for justice and equity.
4. Lifelong Learning: Growing Through Reflection and Collaboration
“Our ability to learn what we need for tomorrow is more important than what we know today.”
~ George Siemens
As a lifelong learner, I continuously evolve through reflection, feedback, and a dedication to personal and professional growth. My goals as an educator include deepening my understanding of Indigenous pedagogies, integrating ecological justice into interdisciplinary learning, and fostering inclusivity through restorative practices and Universal Design for Learning (UDL). Additionally, I strive to collaborate with colleagues to challenge systemic inequities and enact meaningful change. Teaching is not just a profession for me; it is a passion that inspires me to grow alongside my students.
Conclusion
Education is a calling to nurture minds, challenge injustices, and inspire action. My teaching philosophy is rooted in authenticity, reconciliation, social justice, and lifelong learning. By integrating these principles into my classroom, I aim to create an environment where students thrive personally and collectively, connect their learning to their communities, and become agents of change. Through truth-telling, collaboration, and courageous action, I aspire to empower my students to envision and contribute to a more just and sustainable world.