I define myself as mixed race and racially/ethnically ambiguous. I am the daughter of a Korean immigrant father and a White 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.

I have taught meditation and yoga for over 10 years and have been a lay practitioner and teacher of Buddhism and Yoga for over 19 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)”. 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.

My previous roles in public education include: paraeducator, interventionist, K-5 speech language pathologist, and 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 nine years. I have over 2,500 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