My embodied Secwépemc ancestry and growing up in my home community of T’exelc (Williams Lake First Nation) under the tutelage of Elders informs all aspects of my pedagogical approaches to teaching and research. I focus on the unique and diverse place-based concerns of Indigenous peoples with respect to their lands wherever I am situated. I am very community oriented. I not only hold my communal embodied experiences, I have retained the blood and cell memory of my traditions and language knowledges. With this in mind, I am reclaiming and rejuvenating my identity by privileging Secwépemc ways of knowing and being while I respect and honour many Indigenous peoples ways of knowing and being.
The emerging theories, philosophies, and worldviews I practice add to the academic frontier for Indigenous scholars. This knowledge transfer takes place in classrooms, in community, and on the land.
Indigenous pedagogical approaches and principles vary depending on the territories that holds the knowledge of the people. Indigenous pedagogy is the fusion of Indigenous worldviews with context and content, preferably under the guidance of Elders. In my practice, I recognize and honour my embodied ancestry while I exercise balance and harmony in relation to the peoples upon whose land my work and activities take place.