Profile & Philosophy

I was not a fan of school, so why did I complete a PhD? Because I took a college class on child development and was hooked! From then on I aced everything (well…mostly), eventually completing three degrees, one in psychology and two in education. As long as I can remember, I’ve been fascinated by children’s amazing capacities beyond what you would expect of such little humans. I always wondered: how do children’s minds work? How do they learn so much, so fast?! This passion for understanding children’s minds led me to where I am today.

When I started working with children on a professional level, I was intrigued by how children get what they want from their parents or educator using different (what seemed to be) strategic skills of influence! I realized that they too wield the power that they have at their disposal in their relationships, just like the adults that tower over them.  

My overarching professional goal is to translate knowledge to practical settings to best inform our work with young children. To provide opportunities for children to develop the tools to direct their inquiring minds and inform families and practitioners on the most responsive ways to support children’s well-being.  Power is one of the key elements! I would argue that children who feel in control of their environment combined with teachers who recognize the child’s power is the best recipe for learning. 

I am a Registered Early Childhood Educator (RECE) with Ontario’s College of Early Childhood Educators (#140591), and hold three degrees from Concordia University, Montréal, Québec:

Ph.D. Education (Specialization: Child Study), Department of Education

M.A. Child Study, Department of Education

B.A. Honours Psychology (Minor Education), Department of PsychologY

In my advocacy for the well-being of all children and families, I would like to share my intentional practice for meaningful action and change, as we unravel and remedy the complicated relationship that the dominant culture has had with Indigenous communities in Canada.

On a personal and professional level, I acknowledge the impact and consequences of residential schools. My eyes see, my ears hear, and my body feels children and families’ needs who have been affected by these experiences. In practice, I encourage culturally responsive action and promote Indigenous ways of knowing and being.

In my studies, I advocate that valuable learning occurs beyond the school classroom, in our everyday practices with family and friends, at home and in the community. In my research projects, I have utilized a storytelling approach using reflexive process and have placed Indigenous pedagogy at the forefront of research on social power in educational approaches. In collaboration with an Indigenous scholar, a project is presently in its early stages contemplating impactful human learning practices in early childhood and beyond.

In my teaching, I incorporate Indigenous literacy and culture in each module presented to students, translating the value of inter-generational knowledge and the continuation of knowledge building and revising for an inclusive and harmonious world. In also recognize diverse literacies and, in turn, encourage students to share their knowledge, thoughts and ideas, through mediums that best fit their preferred means of expression (beyond the written word). Knowledge is not more credible if it is written, it’s about the way knowledge is communicated.  

In my professional development, I listen to Indigenous stories and experiences to further my understanding of rich ways of knowing and being and actively reflect upon and apply such literacy to practice. I also intentionally reflect upon potential unconscious notions of colonization. Furthermore, I am continuously learning from and collaborating with Indigenous scholars on ways in which we can reconcile events of the past for positive change.