Roots
As we walk together, we are conscious of the root systems and ecology beneath our feet, stepping carefully and engaging in collaborative dialogue, sharing our stories with one another. We hold space to consider the roots that ground us in our lives, work, and those that exist at the core of our identities. We discuss both the roots that provide us with a strong foundation from which we have grown as individuals and educators, and the roots that we have tripped over along our way. We recognize, in our presence within nature and in discussion with one another, the First Peoples principles of learning and reflect upon learning as holistically occurring, as being embedded in memory, history, and story, and how it requires exploration of one's identity (Province of British Columbia, 2019). We take a break to sit on a fallen tree and reflect on our own history, our own memories, the stories by which our lives have been narrated. I invite you to explore some of my memories, stories, and the exploration of my identity as highlighted in the artifacts presented below.
Artifact 1.1
This artifact is a reflection of my research framework through a lens of understanding who I am, why I am who am I, where I became who I am, and how I navigate the world based upon these and other factors. I explore Bronfenbrenner's (1994) ecological systems model and give consideration to how the elements within my life influenced my passions, perspectives, and the experiences I was afforded. With recognition that we all frame the world how we see it (Hughes, 2010), I share how my passion for autonomy and risky play are rooted in my lived experiences and the environment in which I grew up.
Artifact 1.2
This artifact is also a reflection of self and expression of philosophy. Through this professional portfolio, I share my identity as an educator and a mother, my educational journey, and share my philosophy of early childhood education. In this portfolio, I share a philosophy statement and collection of artifacts that make visible my perspectives and philosophy. This professional portfolio honours the work of Bronfenbrenner (1994), Hughes (2010), and Creswell (2009), by sharing the lens through which I see the work I do and how my background shapes how I interpret value and meaning in my practice.
Artifact 1.3
This artifact was born of an elective I took, in which we explored our selves in connection to land and place. This assignment is a pedagogical narration in response to the work of Pelo (2009) and connected to Indigenous worldviews. This artifact provided an opportunity to listen deeply, be curious, embrace wonder, share the story (Province of British Columbia, 2019), and take a deeper look at the reciprocal relationship between myself and place. Pelo (2009) argues that we must cultivate an ecological identity within ourselves to encourage that within the children, and this represents that part of my journey.