Land Acknowledgement, Cultural Safety, and Researcher Background
I live on the unceded ancestral lands of the Lheidli T'enneh. My research will also carry me to the traditional territories of other nations from within the Dakelh, Secwepemc, Sekani, Tsilhqot’in, and Wet’suwet’en language/cultural groups. See here for UNBC's complete Traditional Territory Acknowledgement.
I am committed to cultural safety by respecting that this learning takes time and patience, benefits from reciprocity, and requires deep listening and openness to others as well as the more-than-human world. I believe this is also reflected in UNBC's motto ’En Cha Huná –"He/she also lives" in Dakelh (Carrier), often interpreted as "respecting all forms of life".
I am a third-generation settler and have lived in Lheidli Keyoh (territory) for most of my life. My ancestors for many generations were Dutch/German Mennonites who migrated from Prussia to Imperial Russian in the 18th and 19th centuries, and then to Canada in the early 20th century.
A long time ago I worked for a while as an ecosystem geographer, and then since 1996 as a secondary Social Studies and Geography teacher in Prince George. Since 2018 I have been involved with teacher education at UNBC and am now also a PhD candidate. My passion for place-responsive learning links these worlds and inspires my work and research, with special attention paid to the role of story, sense, and place in K-12 education.
I am committed to cultural safety by respecting that this learning takes time and patience, benefits from reciprocity, and requires deep listening and openness to others as well as the more-than-human world. I believe this is also reflected in UNBC's motto ’En Cha Huná –"He/she also lives" in Dakelh (Carrier), often interpreted as "respecting all forms of life".
I am a third-generation settler and have lived in Lheidli Keyoh (territory) for most of my life. My ancestors for many generations were Dutch/German Mennonites who migrated from Prussia to Imperial Russian in the 18th and 19th centuries, and then to Canada in the early 20th century.
A long time ago I worked for a while as an ecosystem geographer, and then since 1996 as a secondary Social Studies and Geography teacher in Prince George. Since 2018 I have been involved with teacher education at UNBC and am now also a PhD candidate. My passion for place-responsive learning links these worlds and inspires my work and research, with special attention paid to the role of story, sense, and place in K-12 education.
Territory of the Lheidli T'enneh
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First Peoples of BC
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