Lori Huston (she/her)

To facilitate leadership connected to heart pedagogy through
mentoring and advocacy initiatives. 

I have a deep desire to facilitate reflections and expand the space for Indigenous ECE's narratives in the early learning sector through my current and future doctoral work. I connect this to Dr. Jo Ann Archibald's Indigenous Storywork as Methodology in deepening knowledge, histories, and pedagogies of Indigenous people will create transformative changes in educating young children. Indigenous ECEs play an essential role in sharing their lived experiences and stories to move the conversations and policies forward. I am very aware that leadership is not status quo in the same way that the moon phases transform in the lunar cycle, but I recognize the moon is bringing the past with the present. I see this as an excellent connection to the moon as a guiding light in times of darkness. 

Conversations about pedagogy, curriculum and research must challenge the marginalization of Indigenous children, teachers and the knowledges of their communities. The normative models of early childhood learning and teaching, reflective of colonialist Euro-Western perspectives (Ritchie & Rau, 2020; Viruru, 2014), should be replaced with Indigenous knowledges models that reflect relationships with the land and those who live in particular places. There is great value in diversity, primarily when children, families, ECEs, and communities are represented in the spaces and places they live, work, and play. People feel valued and respected, have a sense of belonging and connectedness, and are motivated to engage and share when represented and their voices are heard.
 
Goal three artifacts are very much connected to my heart work of ensuring space for Indigenous ECEs highlighting the educators' work. I have included the research report that was my professional work unfolding and along with my studies. The research that inspired the development of RIVEL a request made by the Indigenous ECEs that we form a community of practice. To continue the leadership initiatives connected to supporting the children and families in the communities. 
 
The final two artifacts are collaborations with Marie Anne Hudson, shared with permission. Literature review and presentation both vital in supporting educators and children in SEL in trauma-informed practices in the present times of navigating a pandemic.