I am not sure where the first two months of 2026 have gone to, but here we are. It’s time to recalibrate and delve into a “new start” to the new year. There are a million things I need to do, but I will continue to honour my time on the weekends. This form of REST is honouring and self-preserving. It’s a practice that I did not do when I was teaching in K-12 and for the first handful of years when I started teaching at the university. As much as I thought it was something that I needed to do to be viable and valuable, it took me several decades to realize that I am important and valuable too. I needed to re-navigate my life so that it would or could be sustainable. A couple of years ago, I almost burned out in January and I thought that I needed to respect my health and wellness. In doing so, I needed to figure out who I was, what’s important to me, and do what I wanted to do (not what I thought I needed to do). It’s taken some time for me to figure this out.
For example, today was a gorgeous day. I was inspired to get outside and go for a walk. I needed to connect with the land and place. It’s something that I don’t do that often, but today felt different. Maybe it’s a day for renewal, but I wanted to enjoy the sunshine and make the most of my weekend. I know that I have a billion things to do, my health and wellness are important to me. I loved getting outside and I predetermined a route for me to participate in, with a brief pitstop at the local Tim Hortons. I enjoy a cup of a medium dark regular coffee (and I needed to use the washroom too). Seemed serendipitous, and I even bumped into a former student from last semester at the restaurant (who gave me a couple of chocolates to complement my coffee… which were delicious). I enjoyed my time at Tim Hortons and on my walk, listening to my podcast. I loved the walk and coffee too.
I am also enjoying my time blogging tonight. Normally, I would be prepping for my two Monday classes, but the students are currently on practicum. It provides a little break from the enormity of my teaching schedule, but I continue to teach the undergraduate and graduate courses I am teaching as night classes on Tuesdays and Thursdays. Another thing I enjoyed doing today was cooking dinner for me and the kid. My kid is currently doing clinical, which involves 12-hour shifts. It’s nice to have dinner ready for her today and I was pleasantly surprised that she enjoyed the veggie fried rice. I thought she would not have any of the fried rice, and I would be left with days of having this veggie fried rice. Apparently, it’s not the case. She enjoyed the lemon chicken, but was not a fan of the frozen veggies. Two out of three is not bad. I felt like tonight’s dinner was a WIN!!
As we delve into the new year, I am having second thoughts of my #OneWord2026. Initially, it was PRACTICE, but I’ve been feeling that it should be JOY, instead. Maybe it can be PRACTICE-JOY… a hyphenated word. That seems reasonable. It makes the word “practice” a bit more specific and intentional. Hmm… I like that. There is nothing I like more than a reflective practice. Blogging for me forces me to practice writing, but really, writing is thinking. Getting to a place where I can elaborate on my #OneWord2026 has turned out way better than I expected. I feel “joyful” and happy with this adaptation.
YES… practice-joy. I can do that!!
Written by Christine Ho Younghusband, March 01st, 2026 | No Comments »
Just returned home from my trip to Winnipeg. I went to present at the WestCAST 2026 conference at the University of Winnipeg, but also support and mentor 3 teacher candidates from the UNBC Teacher Education program to present as well. What an amazing job the conference organizers have done to make this event possible, memorable, and incredible. I had a wonderful time, and I believe that this event will be one that the teacher candidates will never forget. The kind of thoughtfulness, organization, and orchestration were outstanding and I was so impressed by the number of attendees and quality of the presentations as well. The UNBC teacher candidates all did an amazing job in preparing for and presenting at the conference. I loved how personalized each inquiry was and how they were able to present their work that was meaningful to them and reflective of who they are. I am so proud of them. As for me, I did A LOT of OVER THINKING and preparing for my session… and I have no idea why???
I was definitely noticing that I was pouring a significant of time in this presentation and I approached my presentation like I did when I was a school trustee and I was writing a speech. It was so important to stay on time, but there was so much to say. Unfortunately, in speech writing, I lost the “pragmatic” or personal approach to my presentation. I tried to blend a bit of ad libbing during my presentation, but I went a bit overtime so I quickly rushed the end. Anyway, all went well and the group that was following my paper presentation would really see what I was trying to say… so much so, they were able to ad lib their work and incorporated what I was saying into their presentation. That was a true compliment and I loved what they had to say with a student led initiative in Indigenous Education at the University of Calgary at Werklund. I feel very lucky. The photo below was a posed picture taken after the conference. Sad, I know. I did not take a good photo when I was presenting, so I wanted to take one posed. What was amazing about this photo was, the teacher candidates I was working with made it possible. Very grateful.
I had such a good time at WestCAST 2026. I loved that I got to present with some colleagues from BCTEN (see image below) about Connective Professionalism and we just riffed off of each other during that presentation. I made the PowerPoint for the group and we collaborated after discussing what we wanted to talk about and after a follow up meeting to decide who was going to speak to which slide. What was fun… or amazing… about this presentation was, although we had “assigned” each other which slide we would speak to, we each created space for one another to speak and add to what each of us had said about our slides. It was, in essence, us modelling connective professionalism and the process of the Métissage that we had co-created for WestCAST 2025 at SFU. I just loved working with these folks and how joyful working together can me. I love BCTEN and the work we accomplish. I feel so wonderful about knowing who I am and understanding what’s important to me. These people are important to me an the work we are doing. I am so happy to be part of a group where we can lift each other up regardless of role of institution. It’s extraordinary. I am thankful to be a part of BCTEN and for these people.
I did not know what to expect from Winnipeg or from the conference, but overall, I am very thankful for everything that Winnipeg had to offer. Not only did I have the pleasure to coach and mentor three amazing teacher candidates from the UNBC teacher education program who volunteered / expressed an interest in presenting at WestCAST 2026 (see images below), but also for all of the fun things we got to do together while at the conference. We went to the Forks, a beading shop, the Canadian Museum of Human Rights, and Festival de Voyageur. The keynote speaker, David Robertson, resonated with all of us, and I think we each did a bit more shopping than we had anticipated. I think what surprised me the most, was reconnecting with folks in teacher education (i.e., from UBC, UVic, and SFU) but also folks who are from Winnipeg. I loved connecting with members of the WestCAST 2026 organizing team, and I got to bump on to a friend and former school trustee colleague who is currently the president of CSBA (no photos). I love my career in education, and the teacher candidates made it known that they were impressed with folks who know me. I said, you have to make your teaching career what you want it to be. For me, human connection was important to me… as a K-12 educator, school trustee, and now academic. Connecting and networking with people make my work fulfilling, FUN, and fruitful. PS. love conferencing!! I’ll be back in May, Winnipeg.
Written by Christine Ho Younghusband, February 21st, 2026 | No Comments »
A return back to school… with classes on Monday, January 5, 2026 and Thursday, January 8, 2026. My Wednesdays class does not start until next week. I had plenty of meetings this week and I am anticipating more to come next week. It was an excellent jump into the new year with a deep dive into my teaching term with so much more on the go. One of those things I had to tackle this week was filling out my first FRASP for work, that is a Field Risk Assessment and Safety Plan form. I tried to do this last year, but I felt so flooded. It’s a shift in practices at the university and taking students off campus has become a little more challenging, even though they are adults in our program.
It only took a few hours to fill out the form, get confused, ask a colleague for an exemplar, go back to the form and do my best to complete the form. The questions seem not adjacent to taking students to a K-7 school for classes versus somewhere outdoors or at a health care facility, but this form had to be completed and I was committed to do so. The next day, I went to the university to ask teacher candidates in my class to sign the form as well in addition get signed approval from the Chair and Dean. It was a process, and admittedly, it’s 99% complete. I have one more student to sign the form, but I have been approved to start in-situ earning at Harwin Elementary on Monday. Yay!!
Another aspect of the FRASP is for the supervisor (aka., instructor) to have their first aid certificate. Oh my goodness… I needed to get this done before Monday’s class… and when I was getting the formed signed, it was Thursday. No pressure, right? I looked online for Basic First Aid courses in Prince George. I had to try. And yes, there were a couple of classes I could take. It turns out that they program has changed since I had taken it last (i.e., 2 decades ago) and it’s now called Basic First Aid versus Level 1. Nonetheless, I signed up for the Saturday class knowing that that I had to pass for the FRASP, in-situ learning at Harwin, and compliance to my course syllabus. No pressure.
Many, many years ago… I used to be the first aid attendant at my high school. I did that role for years and had to be trained in Level 2 first aid (now called Standard First Aid). Back then, I did quite well in those first aid classes. They used to be a week long and I got time off work to train. Now, that course is only 2-days long and I can imagine, very crammed. We practiced a tonne in those courses, and what I had appreciated about first aid was the logic, the protocol, and the sequence of events that are needed to save someone’s life as the first responder. I like the rigour. Maybe I missed my calling?
Sadly, I was never good at biology. I might attribute that to my high school and university experiences in biology. High school involved rapid note taking via the ongoing scroll of the overhead notes (and the ink was so faint, I could never read it. Or the politician who said, here’s the textbook and there will be weekly tests on the subject matter. Or the professor that talked about dirt. Truth be told, I did not like dissecting a cow’s eye ball, a preserved fetus pig, or freshly killed rat. Not a fan. I like the care aspect of first aid, and maybe making a difference (hence, education). Even when I took care of my mom on her last days, many health care workers asked me if I was a nurse. I said, “no, I am a teacher.”
Anyway, I took the Basic First Aid Course in Prince George. From 8:30am to 4:30pm on my “be a person” day (aka., Saturday). I noticed the length of time of the day. It’s very much like my classes on Monday… so, it is possible. Hmm… but admittedly, an endurance test and there was a lot of content. We did not do a lot of practice compared to what I had remembered from Level 2 decades ago, but I needed a 70% pass on the test, which was multiple choice and held at the end of the day (i.e., 4pm). There was no pre-reading, and the course was primarily direct instruction, PowerPoint, the odd reference to the books, and some demos and practice. I was not sure how I would do on the test.
There were so many acronyms and things to remember. As mentioned, biology was not one of “my things” because of all the names, terminology, Latin… and I know that my brain can be a sieve. I really tried to pay attention during the day. Some things were repeated, but you never know how much you know, until you know. We got the test form at 4pm. I am such a slow reader. I did not want to miss, misread, or misunderstand anything. I think I was on #10 out of 30 and people were finished and getting their test marked. I was trying to self-regulate and focus on the test. I was the last or second to last to finish with 9 questions I was unsure of. In the end, I got 30/30. Woohoo!!
Written by Christine Ho Younghusband, January 11th, 2026 | Comments Off on Missing My Calling
First, I would like to acknowledge that today is NATIONAL BLACK CAT DAY. I am feeling super proud and excited. It’s the first one I have celebrated. Simon joined our little family when I moved into my new place last year in November. We have not been in this house yet for a year, and we have the opportunity to celebrate black cats, more specifically, Simon. She moved into the house on the first day we got possession of the house and she even slept overnight at the house with the kid. She welcomed her new home and we could not imagine life without her. You you, Simon!! It’s your day!!
Second, I was planning to write about my weekend at Vancouver. I went to the CATE (Canadian Association for Teacher Education) Fall Working Conference 2025 at UBC. Because I was so budget-conscious, I opted to leave on the 5:30am flight out of Prince George on Thursday and taught my 8:30-11:20am class remotely from the WhiteSpot restaurant at YVR. Aside from spending a fair amount on UBER and taxi, and early morning start to the day, I really enjoyed the CATE Working Conference. The working conference is intended to be formative, supportive, and mentoring to early scholars (and experienced) to publish a chapter. The topic of this book is about relationality and place-based or land-based learning. I had submitted a proposal in the summer to co-author with 3 recent teacher education graduates. We submitted twice to ensure a clear connection to teacher education and we were accepted to participate. That said, the three “new teachers” were not able to attend the working conference, and I was there to represent the crew. Admittedly, I was not sure what to expect and I did spend some time re-navigating our proposal in terms of approach and methodology. We were grouped with “Working with Indigenous Communities.”
From what I understand, at this point in time, there is a potential to have 26 chapters in this e-book. That means, there were at least 26 submissions to participate in the fall working conference and thus, we were all subdivided into small groups based on theme or commonalities. I thought I would have been put in the “pedagogies” group, but that was not the case. The small working groups are revealed at the conference at the beginning of day 2. The first day was more about gathering and listening to the first keynote speaker, Dr. Jan Hare, the Dean of the UBC Faculty of Education and new Canadian Research Chair for Indigenous Pedagogies. She shared part of her recent work and presented on “Shifting the Curricular Landscape of Teacher Education Through Land Education.” The talk was thought-provoking, and then we went out for dinner at a restaurant on campus. Day 2 was the REAL working day, and Day 3 was more about finishing up any work on Day 2 for any of the small working groups and then reconvening to share our project, feedback, and next steps with the entire group. It was a fast 3 days, and I loved every minute of it. I loved connecting, learning, and feeling connected.
Finally, the heart of this blog post (aside from National Black Cat Day), will focus on Day 2. When I found out my group and theme, I was not certain if I was in the right group. We started Day 2 with a quick check in and then we went into our small working groups. After a few quick introductions, we started to go in numerical order (each blind proposal was numbered) to provide feedback to each author. We were strategic and proceeded to give each author group 18 minutes or so with feedback and discussion. Our small group is the photo above. As each paper proceeded, we started to build up lots of momentum. Each paper topic was so interesting yet interrelated or at least relatable to each of the papers/authors. We had rich feedback and discussion on each proposal. When it came time to stop and watch a panel that was being video streamed in, we opted to keep going with the feedback discussions. Of 7 author groups, we finished 4 in the morning, and then 3 in the afternoon. I felt that we honoured each of our proposals and provided feedback respectfully and wholeheartedly. I was certain after our day together that I was in the right group. I feel very happy and grateful. I could feel the joy growing amongst us.
Midday, we had a wonderful presentation by Dr. Jennifer Tatabe from the University of Auckland, providing a talk titled, “Shifting Ground: Exploring Place and Equity in Aotearoa New Zealand.” It was a super engaging talk and it’s a phenomenon that’s happening everywhere. I loved that talk. Before lunch, UBC Faculty member, Indigenous scholar, and teacher educator Marny Point spoke to the whole group about the territory and the First Peoples Principles of Learning. Even though it was originally intended to be a walking tour, the RAIN was relentless. LOL. All is good. She gave each of us a piece of cedar from her back yard. I just loved it. And, I was reminded of the First Peoples Principles of Learning and the work was are doing in BC education. I also appreciated the dinners out on Friday night at UBC and on Saturday at Hydra in downtown Vancouver. It was an excellent opportunity to connect and meet new people. There were many familiar faces, and many more to meet and learn more about. In the end, I had a tonne of fun and learned lots.
On Friday, I was having a conversation with a colleague and he was sharing a story about how he met a particular person. I said it was SERENDIPITY (definition: the occurrence and development of events by chance in a happy or beneficial way [Google]). Ooo… I love that definition. He said, it was RELATIONAL (definition: concerning the way in which two or more people or things are connected [Google]). I was taken a back by that response, but I don’t disagree. Throughout the weekend, I continued to think about the SYNERGY (definition: the interaction or cooperation of two or more organizations, substances, or other agents to produce a combined effect greater than the sum of their separate effects [Google]) forming within the small group and pondered the notions of relationality and serendipity. I am left to wonder, could it be both? Maybe it’s not one or the other, but the intersection between the two terms. Nonetheless, I loved the weekend and feel VALIDATED, seen, and heard at this conference. Thank you small group, and thank you to the facilitators, presenters, and authors for making this event so wonderful.
Written by Christine Ho Younghusband, October 27th, 2025 | Comments Off on Serendipity Semantics
Although I have been at the university for 7-years, I am term faculty. My role at the university is primarily teaching with an 80-20 position, that is, I am teaching 80% of the time and 20% is service. I was recently renewed with a 3-year contract and I am very excited about the next three years in terms of what I will learn and accomplish. Research is not explicitly part of my position, per se, but I continue to hold the rank of Assistant Professor and would like to learn more about research. Today, I attended a session at the university designed for “early career researchers” or ECR. This initiative is a partnership between the Office of Research and Innovation, Faculty of Human and Health Sciences, and the Health Research Institute. The School of Education is part of the Faculty of Human and Health Sciences, so I am able to attend these events. This session was my second ECR gathering, and both times they hosted a panel and I’ve attended the sessions in-person. I am so grateful for these sessions.
What I have enjoyed and appreciated about the ECR gatherings is the way the host and panel members can humanize and demystify the research process and expectations. I felt at ease during these sessions and I cannot express the value of having very seasoned researchers describe h0w they approach grant deadlines and research writing in today’s session. The stories were very relatable and their words of wisdom and advice were well taken. I did not expect to take notes, but I did. Also, I found myself very inspired to look at some of my work and move forward with some pieces and not procrastinate any longer. Honour your writing time, find peers to provide feedback, and submit grant applications in early were a few tips that I took to heart. It took a few years to figure out the university work culture in comparison to K-12 schools, and I feel the timing of these gatherings have been serendipitous.
No shame. Ask questions. Focus on the learning. Makes sense. I loved how panel members shared their personal stories, professional experiences, and pertinent examples to answer a series of questions set prior to the gathering. I felt very connected with their candidness and compelled to return back to my work. We all feel imposter syndrome and knowing that this is a normal occurrence, it created and invitation to try. Members participating online and in-person also asked questions that related to former documents, GRA hirings, and participation in review committees. It’s amazing to think that 1/3 of the faculty members at the university are ECR’s or new to the university. These ECR gatherings are timely and responsive to what new researchers need. Finally, my guard was disarmed when they promoted and encouraged folks to participate (and re-participate) in writing retreats, grant writing workshops, and communication with the Office of Research and Innovation. EVERYONE WANTS TO HELP. A wonderful message. I feel motivated to keep going.
Thank you to the Office of Research and Innovation, Faculty of Human and Health Sciences, and Health Research Institute!!
Written by Christine Ho Younghusband, July 23rd, 2025 | Comments Off on Feeling Inspired and Motivated
June 1-4, 2025 – Canadian Study for the Study of Education
I am so grateful for my friend who took a photo of me presenting at CSSE 2025. I presented 4 times and I only had photos taken of me from my first presentation at CAARE (Canadian Association for Action Research in Education). I also presented at CNIE (Canadian Network for Innovation in Education), CASIE (Canadian Association for the Study of Indigenous Education), and CATE (Canadian Association for Teacher Education). I have images of the title page of each PowerPoint presentation I gave at CSSE 2025. I’ve gone to a few Congresses in the past handful of years and just realized that CSSE is embedded into Congress. They are not the same thing!! Makes sense. Congress is the opportunity for different Canadian Associations to come together and meet at the same time and CSSE is part of that. Thank you to George Brown College for hosting is HUGE event. Of the 4 presentations, I managed to present in each of the 3 campuses of the college. What a beautiful campus and overall, Congress, venue, transportation, and volunteers… the experience was AMAZING!! And, I was able to find my way from the airport to the conference and navigate the area with some ease. I am also grateful for my aunt (one of my mom’s sisters) who opened up her “newly renovated” condo and have me stay there. I was only a 20-minute walk away from the college. It was super convenient. I loved walking to the conference every morning. The weather was great, and the place!!
The first presentation was created with 3 former teacher candidates and the work we did together during or concurrent to the teacher education program at UNBC about a Lesson Study we engaged in called “Sit Spot and My Senses.” We’ve presented this several times before with the teacher candidates facilitating and engaging workshop participants in the lesson study. This time, my three co-presenters are now early career educators and approaching the end of the K-12 school year. So, it was me to present about our work as a paper presentation. The presentation was mainly descriptive with images of past experiences during the lesson study. I was nervous because it was my first presentation (and I added a few slides… content contributed by the team), so I might have gone over time. ACK. That said, the presentation had a positive impact on folks in the room and I appreciate their kind words and inspiration. Our team is planning to submit a proposal to write a chapter for the next CATE book.
The second presentation was co-presented with a couple of my colleagues from the Climate Education in Teacher Education (CETE) research team. We presented on how we have “redefined togetherness” (aka., the theme of CSSE) and at a high level, described our research project and research methodology. I think the presentation went very well. It was well attended and well received. We have really mastered the planning process and presentation to tell our story as CETE that is representative, meaningful, and authentic. We may have recruited some folks to be a part of our design team. The third presentation was later that day (Day 2) in a RoundTable presentation. It was late in the day, so there were very few of us at this session. We combined the two tables into one and each presenter shared their work. I presented on some of the work done by myself and my friend on “uncolonizing assessment.” I did a small pilot in my EDUC 421 (Assessment and Motivation) course and learned from student reflection how the teacher candidates defined the Four R’s from Kirkness and Barnhardt (1991) in context to assessment, teaching, and their self-assessment. It was really powerful and I was taken aback as to how the teacher candidates used the Four R’s to guide their assessment plan and practice.
The final and fourth presentation was with CATE and I was presenting about a program evaluation of “in-situ” learning as part of my EDUC 421 course I teach with elementary teacher candidates. When I wrote the proposal, I was reflecting on the 3-years of which I had implemented a version of “in-situ” learning as part of my practice. And, I wondered if the learning experience was still worthwhile to continue even though I thought it was worthwhile to do. In response to proposal feedback, I went back to review the blog and page posts made by the teacher candidates as part of the course that commented on the “in situ” learning experience that reflected on their teaching at the elementary school or as a part of the course summary reflection. As usual, the reflections ranged in content and depth, but I was so overwhelmed by the articulation by these teacher candidates on their support, enthusiasm, and gratitude for the “in situ” learning experience to bridge theory to practice. I am so encouraged by their words such that I will return to this content again to do a thematic analysis to then formalize this program evaluation for publication.
I feel very grateful to do this work. Although I felt that the pandemic re-started my motivation to create a research program, the more I am understanding that I am deeply engaged in the SCHOLARSHIP OF TEACHING and ACTION RESEARCH. I am deeply invested in the practice as well as working with teacher candidates. Much like many of my reflections in this blog and the other with OpenETC, I am ALWAYS learning from my students. I feel so inspired by the gifts I receive from this work, but also how it fuels my love for the work that I do… and get to do. To conclude this blog reflection, I also want to share my love and joy for the connections I’ve made during the CSSE conference. Some connections are reuniting with folks (i.e., a former student in one of my graduate level classes, a new colleague and listening to their poster presentation of their dissertation, a mentor and friend to share their insights on effective teams, and giving a big hug and hello to another mentor who sought me out to say HELLO). Some connections are new ones (i.e., a professor and educator during my 4th presentation who is also a CATE dissertation winner, folks I met at a poster presentation, at roundtable, and in the hallway). I love these connections!!!
Written by Christine Ho Younghusband, June 08th, 2025 | Comments Off on Presenting at CSSE
Oh my goodness… It’s been awhile since I’ve been blogging and sadly, it seemed like a slog to get to this platform. I’ve wondered and deliberated for weeks what my One-Word would be for 2025. At first, I thought it would be LOVE, then it shifted to JOY, then to THRIVE, then back to LOVE. As you can see, I’ve been undecided. All of these words are wonderful, but none of them seem to hit me like HAPPY did in 2024. Last year, I almost burned out in January and it was an uphill battled to end the year STRONG. I had my gallbladder removed, I bought a new home, and I adopted Simon-the-cat. Only moments ago, I decided that my #OneWord for 2025 will be HAPPY once again. Who makes these rules? Does my one-word have to be different every year. There is no question in my mind that I will feel LOVE and JOY in the new year, and THRIVE in my work and my personal life. Just by shifting my mindset to HAPPY, once again, I could see the GOOD in the images that I will be including in this blog post, and I am 100% motivated to write and reflect about the last few weeks. Yay!! – Finally.
Gong hey fat choy. Happy Lunar New Year. Hello… THE YEAR OF THE SNAKE. The AI on Google indicates that this year for “dogs” is about personal and professional growth, strengthen bonds with loved ones and colleagues, a focus on health, fitness, and mental health, financial stability, and explore new areas (i.e., going beyond my comfort zone). Now that I have changed my #OneWord, this projection makes a lot of sense to me. Oh my goodness, even when writing this blog post, I feel lighter and… HAPPIER. I feel optimistic and I look forward to 2025. What I have also learned is, FOOD is central to my being. The image above (i.e., soup dumplings from Costco) and this picture (i.e., duck from Costco) make me happy.
Food makes me feel connected to my family and heritage. OMG… look at this photo… LO BOK GO. This is my most favourite food. I get this fried turnip delight from THE BOSS in Metrotown. I complement the lo bok go with a bowl of fish congee. It’s a winning combination. Finding this restaurant at Metrotown was a gift. It was a recent discovery (i.e., only a few years ago) but I think the restaurant has been in Metrotown since the mall opened. I just Googled this, and I’m correct. The restaurant opened in 1999 with the opening of Metrotown. AMAZING. We never went there as a family, but after my mom passed away, it seemed like a place to try. It has great prices and it’s very much like a Hong Kong cafe. I love what they have to offer and I forgo the congee special and go for the fish congee. I just love this meal and pretty much get the same thing when I go. Other things I love to get when I’m in Burnaby is dim sum at the Neptune Restaurant, and soup dumplings from the Dinesty Dumpling House. The dumpling house is a treat. Often I run out of time (or meals) to go. I also like to cook rice rolls (aka., “tubes”) at my brother’s place. We often go to T & T and pick up a few of my favourite things (like lo bok go) to cook at home. Here are few pics below.
Not only do I “have to” go to as many Asian/Chinese restaurants as possible when I’m in Vancouver, I also have go “see” or visit the ocean. These are non-negotiables, in addition to seeing my siblings. Of course, I would love to see my dad too, but it was a short visit and he was busy celebrating the Lunar New Year with his (new) wife’s family. Nonetheless, my sister suggested going to Canada Place for dinner and go to the Coal Harbour Bar/Lounge at the hotel. I’m game. It was MAGNIFICENT. Although it was dark, we were right against the ocean, with live music (jazz, piano, singing), and DINE OUT!! I did not realize that January was DINE OUT month, so I ordered from that menu. A three course meal of scallops, gnocci, and panna cotta for dessert for $49. The food was DELICIOUS. Albeit, my dinner was not Asian, but Italian is a strong second. Loved it and I loved hanging out with my twin bro, sister, and brother-in-law.
OH BOY… THIS IS GOING TO BE A LONG BLOG POST. There is so much to catch up on. I feel great and now I feel liberated to write and talk about the good things about my last few weeks. I felt it was a appropriate to talk about FOOD to celebrate the Lunar New Year. And, I LOVE food… oh yes, LOVE is back in the picture… but my #OneWord is HAPPY. Food makes me happy. Enough said. I hope my food pics and blog post up until now demonstrates my LOVE for food. I think food will be an entry point with my “20 days” auto-ethnography about me and my relationship with my mom. I can’t wait to get that project started. This declaration was my first time saying that, and meaning that. I am READY to write about my mom, my experiences, and how I understand the world. When my mom passed away in 2018, I thought I would embark on this project soon after her death. I could not do it. So much has changed since her passing and I had to do “a lot of work” to get where I am today. YES… It’s time!!
Oh yes… why I was in Vancouver last week was to go to a beading session at UBC with Anishinaabe Artist Nico Williams hosted by Dr. Cynthia Nicol from the Faculty of Education We started a beading community during the pandemic in 2021 called Beadwork + Mathwork = Community Beading. A group of us joined from across Canada for 5 sessions online on Zoom. We learned how to bead three sided and four-sided shapes (re: “hypersquare”). The community members were provided with beading supplies and in return, we contributed at least one hypersquare back to Cynthia to ultimately bead these squares together in a blanket. I never thought I could bead or believe this is something I could do, but I learned so much from beading. The bead, thread, and needle are only metaphors or tools to learn some critical lessons about patience, presence, and persistence. Beading became a place of solace for me and I have made and gifted some of my work to teacher candidates, colleagues, and friends. In December 2024, Cynthia sent out an email to the group about coming together in-person to bead these hypersquares together. I could not miss this opportunity, and Nico is exactly who he was online. I just loved every moment of this learning opportunity and I learned something new… THE HINGE.
I met so many great people that day, I had a wonderful smoked salmon lunch with sweet and savoury bannock, and I got to learn something new. What more can you ask from a day of professional development. I feel lucky that I have a position where I have flexibility to make this learning experience possible. I flew down on a Wednesday. I teach on Mondays and Tuesdays. I had the beading workshop on Thursday. I made it back to my brother’s place to teach my night class. And, I took meetings on my phone and computer on the bus to and from the UBC and at my brother’s place on Friday. Working remotely has it’s benefits and I am grateful to folks who made the in-person meeting possible for me to attend via Zoom. And yes, concurrent to my beading session, I attended a Zoom meeting launching the CATE (Canadian Association for Teacher Education) book as part of the Polygraph Book Series. I was able to lead the writing for the Climate Education in Teacher Education (CETE) research team I belong to at UNBC (University of Northern British Columbia) on “Research Our Way Into Teacher Leadership.” We are Chapter 22. I am so proud of this work and I learned a tonne from the editors (Drs. Cathryn Smith and Leyton Schnellert), the guest speakers at the working conference held at Brandon University, the copy editor, and the learning community who were the authors/scholars who co-created this book. I met so many great people and loved this learning experience.
What can I say… I’m back (to blogging). I feel great!! I loved my time in Vancouver, but I also love being at home. I love my new place. I love cooking at home. And, I love going out for dinner from time to time with my kid to spend some time with her but also enjoy good food. There is something about FOOD that brings people together. Food represents community, exploration, and love. I am HAPPY to be blogging and sharing what’s important to me. I feel optimistic and excited. Yay!! Onwards and upwards!!
Written by Christine Ho Younghusband, January 31st, 2025 | Comments Off on Returning to HAPPY
August 18, 2017 – A photo taken the day after my doctoral oral defence of me, my mom, and my dad.
December 31, 2024 – Climate Change Education – BLOG 1
I went into the photo archives and pulled out this image of me, my mom, and my dad. This photo was taken the day after I successfully defended my dissertation. My mom could not attend my defence. She was not feeling well, but she was always routing for me. In fact, I think she waited for me. She passed away 6-months later. Writing about my mom was not the intention of the blog post, although, I will be writing about my mom soon. I wanted to write about her ever since she had passed away, but I was not ready. I’ve done a lot of work to get to a place of readiness and 2025 is the the year.
My intention in writing this blog post, and there will be many more for 2025, was to write about my thoughts and reflections as a research team member of the Climate Education in Teacher Education (CETE) research project. We have been working on this project for more than 2-years and a few months into our third year. The project started with a focus on Climate Change Education (CCE) with teacher candidates in the first year as one response to the Association for Canadian Deans in Education (ACDE) Accord on Education for a Sustainable Future (2022). Five of us got together.
The initiative started with one person on our term who has an expertise in climate change education and I helped out to share the ask with colleagues within the School of Education to see who was interested. Our research team of 5 formed and amongst the 5 of us, only one of us was a tenure-track member. The rest of us were either term, lecturer, or adjunct. We did not have the agency, ability, or motivation to get the research project off the ground, so this faculty member became the Principal Investigator. The initial goal was to investigate CCE use with Teacher Candidates.
The methodology chosen for this project is Educational Design-Based Research (EDBR) using Sandoval’s Conjecture Mapping. EDBR uses multiple strategies to unpack a complex problem in practical and doable ways. Conjecture mapping tracks our intentions and changes over time. The method, if anything, is experiential with many opportunities to pivot, when needed. We have pivoted many times, and that’s ok. We also work with a Design Team which is comprised of folks who are experts in the field, locally and nationally, and their role is to help guide our work/project.
Our main intervention of the CETE project is CCE workshops for practicing teachers and teacher candidates with a focus on northern BC. We offer/ed 4-workshops per year and in planning these workshops, we tried to anticipate the needs of the field but also listen to the feedback after each workshop. The preparation and development of these workshops are time intensive and much effort is given by research team members, design team members, and research assistant(s). We have offered and facilitated these workshops online and a few of them in person.
The attendance to these workshops have increased over time and so has the research project. As our dreams and aspirations grew, the research project expanded to 4 REB’s… the first is with Teacher Candidates, the second with practicing teachers from 2 school districts, the third is a self-study involving the research team, and the fourth one is the most recent that is focused on Indigenous knowledge holders and elders. This blog post series will focus on REB3, the Self-Study. We are asked as research team members to reflect on our experience and growth within the project.
Finally, I am back to writing about the picture above from my doctoral oral defence. Why does this image matter? My dissertation was about “out-of-field teachers” teaching secondary mathematics. I have an interest in out-of-field teaching, professional learning, and educational leadership. Lots of what I am interested in is MAKING A CHANGE… in one’s practice, in school/class culture, and in educational policy. I love the idea of agency, influence, and engaging learners to “be the change.” We are learners too. Anyway, this is my interest and motivation for the CETE project.
Moreover, I’m blogging about it as a means to reflect on my role on the research team and how this project is impacting me, as a learner, educator, researcher, and educational leader. We have a framework on MS Teams to record our reflections, however, my brain does not work in that way. I found the template to be a barrier to my reflections, so I have decided to blog about my thoughts in my reflective practice and then unpack my reflection within the framework as part of the analysis. Anyway, I am an “out-of-field” researcher on this project and learning lots on CCE and research.
Written by Christine Ho Younghusband, December 31st, 2024 | Comments Off on Reflective Practice: A Documentation
Oh boy… I do really try to contribute to my blog (on both WordPress sites) on a weekly basis. There are only a few times where I have not been able to in the last few months, but there are just some times when I am just not able to. I started this blog post last week and I was unable to get to it (amongst many other “things to do”) over the last week. And here we are again at the end of another weekend. I could have compelled myself to write two blog posts to make up the one I just missed, but I’m not going to. I’m just going to let it go and move forward. Last week, I could not make up the time and catch up… and that’s ok. I can only do what I can do… and that’s it.
Although this blog post might be extraordinarily short, I am grateful to take a moment to return to my reflections and the idea of the “imperfect leader.” My EDUC 606 class is reading Andy Hargreaves “Leading from the Middle” and in Chapter 2, he describes the IMPERFECT LEADER. Lots of what he had written resonates with me and knowing that aiming for perfection is unreasonable and unrealistic. Imperfect leaders learn from their mistakes and rely on community to lead (or co-lead). Moreover, to be an imperfect leader, you have be know thy self. Self-knowledge resonates with me deeply, in particular with Parker Palmer’s work in “The Courage to Teach.”
Teachers are leaders. Self-acceptance and knowing your strengths and stretches are key attributes to leadership. I can see how this could test one’s sense of self-efficacy and self-confidence to lead, but humility and vulnerability are also key attributes as well. LEARNING is central to “good” leadership. Learning is not perfect. In fact, learning happens when it’s messy, confusing, and mistake-oriented. You just have be be willing to make those mistakes and learn from them. That’s what matters, but also appreciating the mistake. What a gift!! Admittedly, I may not have thought that way in past, but as I am learning and understanding myself makes me a “good” leader.
Take a look at this image. What a beautiful metaphor. You have a vision. You execute. You do you best, but… it’s not perfect. I love sunny-side up eggs and buttered toast. As you may notice, when transferring the eggs from the pan to plate, it resulted in one of the eggs to flip upside down. Broken. I took a few attempts trying to flip it back up, but opted to just leave it alone. It’s fine the way it is. The breakfast was still delicious. Not perfect, but really, it was perfect. I have been vibing on this breakfast for the last week or two. It tasted just as I had hoped and nothing beat dipping the sour dough toast into the egg yolk. If anything, no added stress and pure satisfaction.
Written by Christine Ho Younghusband, October 27th, 2024 | Comments Off on Imperfect is PERFECT
My first night in Prince Rupert. This photo was taken from my hotel room at the Crest Hotel.
September 22, 2024 – Uncolonizing Assessment
I had this awesome opportunity to return to my hometown of Prince Rupert to present with my friend and colleague, Desiree Marshall-Peer, to School District No. 52 (Prince Rupert) about “uncolonizing assessment.” We presented before in 2019 at the First Nations Education Steering Committee Fall Conference in 2019 before the pandemic. We are both former secondary mathematics educators and we met 10-years ago when we were both on the Math K-9 Curriculum Development Team. We have very different styles and approaches, but our values and way of thinking are very aligned. And, the way we are able to collaborate and work with one another is nothing like any other. We have a push-and-pull with our approach and we seem to get things done. I was very happy that she invited me to co-present with her.
We have the ultimate collaboration-chemistry. She brings her perspectives as a Cree-Ojibway educator and I bring my point of view on assessment and teacher education. We co-presented the keynote in the morning along with two IGNITE presentations from folks from the secondary school and then we each facilitated workshops with the middle school and secondary school in the afternoon. I worked with the secondary school. In the morning, we tried to model what we were trying to present about with respect to un-colonizing despite the theatre set up. We embedded several opportunities to sense-make with those in the room and provide responses to the larger crowd. We also incorporated a sticky note/gallery walk during the break to think about “What is colonialism?” (with respect to classroom assessment).
Serendipity. I took this photo from the window of my room at the Crest Hotel.
We were co-constructing knowledge. The topic and discussions during the keynote were potentially challenging and thought provoking, and they were intended to be. We were focused on Standard 9 of the Professional Standards of BC Educators and classroom assessment. How we assess dictates how we teach; it’s not the other way around. We concluded the keynote session with urging teachers to engage in ongoing formative assessment in their classes (as exampled with with salmon experience) and using Kirkness & Barnhardt’s (2001) as a reflective tool to self-assess their assessment practice. Does your assessment practice embody respect, responsibility, reciprocity, and relevance? This self-reflection can be affirming or cue to reflect and adapt, if needed. The assessment practice needs to be a partner in the learning process.
What teachers teach and what students learn should have an intentional learning target and clear success criteria. In the salmon example, if the learning target is about my knife skills to clean the salmon, do not assess me on whether or not the gills of the salmon were removed or if I could identify the parts of a salmon. The success criteria should reflect the learning target, like how I was holding the knife, the quality of the cut, and safe and responsible use of the knife. With the same activity (i.e., cleaning the salmon), the learning target maybe be cleaning the salmon, so the product or outcome matters (i.e., removal of the gills). I hope this point was made clear in the presentation. It’s a big aha for me as an educator and teacher educator.
Co-presenting with Des Marshall-Peer at the Lester Centre of the Arts.
In the afternoon, I worked with the secondary school teachers, EAs, and administration. What a welcoming crew!! My friend/colleague from UNBC and his spouse (who is also a teacher at the high school) took me out for lunch with another friend of theirs at Opa’s before heading back to the high school. The food was yummy and the company was engaging and dialogical. Lunch out was an excellent transition to the afternoon workshop. My friend/colleague offered to help me with my workshop presentation. Generous and I immediately accepted. He and the school principal were very helpful with facilitating the afternoon session in the multipurpose room. I could see my the house I used to live in across the street. That’s how I started my workshop session and started group work as I would in teacher education.
I considered moving the folks around the room as they had self-selected tables to sit at. A quick ask and pivot to have them stay in these groups to feel some agency and belonging. Talking about assessment is not easy because we are talking about VALUES. We started the workshop session with the 6 question posed by the school district. Each group had to choose a question, by consensus, to address. With posters and group roles (i.e., the reporter, recorder, and facilitator), each group discussed a question of choice, recorded responses on a poster, then shared 3 key ideas from their conversation to the whole group. I let the group know after this discussion designed for sense-making that I too was pre-assessing them on their ability to work in a group, to discuss their practice within a group, and to follow directions to inform my next steps. I was modelling assessment and being explicit with “Christine 2”.
Fish and chips (cod) from the Crest Hotel.
BTW: Christine 2 is my inside voice; Christine 1 is my teacher-self; and Christine 3 is on a soap-box. This strategy I use in my EDUC 394 to dispel the complexities of teaching to teacher candidates. Christine 4 and 5 do exist, but let’s hope we never get there in a classroom… LOL. Anyway, this crew was prepared for my BIG ASK. In the keynote, we had The Ask of “what step(s) can you take to un-colonize your assessment practice?” My Big Ask included the Kirkness & Barnhardt’s (2001) 4Rs from the keynote presentation, the proficiency scale for the BC Student Reporting Policy, and grading (aka., the 100-point rubric) and consider what they needed, what students need, and what families need. It was like the overlap of two three-circled Venn Diagrams. It was a big ask and let me tell you, the conversation was rich, compelling, and will be ongoing. Each group reported out and if anything, their thinking provoked. The session concluded with a COMMITMENT to change. “What is one thing you would consider changing in your assessment practice?” They wrote this commitment on a piece of paper (anonymous) and submitted this commitment to an envelope to be revealed later to check in to see how they were doing. They were also asked to find a critical friend or friends to work with while they embark this change.
Change is a process, it’s incremental, and it’s ongoing. Change is not an event. Me coming to their school or school district does not provoke or create change. It is those who are involved with the change who make the change. The Big Ask is really asking for system and pedagogical change. ASSESSMENT IS A CONVERSATION, which requires time, sense-making, shared language, experimentation, reflection, reflexivity, learning, vulnerability, courage, humility, love, and community. ASSESSMENT DRIVES PEDAGOGY (not the other way around). So, how can we design learning experiences that acknowledges assessment as the driver to how we will teach and learn? This question is the big idea behind this work as we in BC continue on this journey of un-colonization of our practice and pedagogy to benefit and support the learners in our care. I know we can do this. It takes one step at a time.
PS. the images above were my most favourite taken (or eaten) in Prince Rupert.
Written by Christine Ho Younghusband, September 22nd, 2024 | Comments Off on Returning to Place
