Orienting to place and pedagogical purpose
Opening oneself to indigenous ways of being-knowing-doing
Rethinking learner-teacher relationships
Invoking good intention and conscious action
Focusing on how and why we teach
Trusting learners and remembering wholeness
Coming together in safe enough spaces
Continuing reflection towards sustainability
Preparing self and community for dispositional change
Indigenizing practice amid classroom challenges
Re-envisioning (teacher) education
Touchstones for future teaching.