I define myself as a racially/ethnically ambiguous Korean and white person. The child of a Korean immigrant father and a mixed white European mother.

I have a doctorate in Educational Leadership and Policy Studies with a Certificate of Graduate Study in Resiliency Based Approaches (CGS-RBA) in addition to a Master’s degree in Communication Sciences and Disorders. My doctoral dissertation focused on the impact of a pedagogy I experimented and developed over the past 8+ years of working as an adjunct lecturer and facilitator entitled: Exploring the Impact of an Embodied Socially Just Healing Pedagogy of Praxis: A Mixed Methods Study.

In addition to working as a consultant, I serve as an adjunct lecturer at multiple higher education institutions teaching courses connected to trauma, mindfulness, and equity, worked as a trauma-informed equity consultant, and have been a lay practitioner and teacher of Buddhism and Yoga.

I have taught meditation and yoga for nearly 10 years and have been a practitioner for over 18 years. My methods are rooted in anti-oppressive and healing-centered practices. Wagner and Shahjahan (2015)* define anti-oppressive pedagogy as a “...pedagogy that addresses the myriad ways in which racism, classism, sexism, heterosexism, and other forms of subjugation and oppression play out in educational institutions and broader society (p. 244)”.

My roles in public education have included: para educator, interventionist, K-5 speech language pathologist, preK speech language pathologist, interdisciplinary team member. I served on school based committees, created and delivered professional development for preK-12 educators, college professors and lecturers, healthcare professionals, and healing/helping professionals for over eight years. I have over 2,000 hours of professional development in equity, mindfulness, resilience, psychology, restorative practices, coaching, conflict management, and trauma-aware training excluding hours of self-study.

*Wagner, A.E. & Shahjahan, R.A. (2015) Centering embodied learning in anti-oppressive pedagogy, Teaching in Higher Education, 20:3, 244-25