A non-traditional social worker, Christian entered the field of social work, working,
and eventually supervising, a large youth treatment facility in Salt Lake City. Christian
later embraced an opportunity to work and live in Utqiaġvik, then known as Barrow,
ÃÛèÖÊÓƵ. While working with the Arctic Slope Native Association, and later Ilisagvik
College, Christian joined the Rural Human Services (RHS) cohort through the University
of ÃÛèÖÊÓƵ Fairbanks. It was in the RHS program, and later in the Bachelor of Social
Work (BSW) cohort program, that Christian was introduced by Elders and culture bearers
to Indigenous wellness and healing practices, specifically talking circles. Upon graduating
with his Bachelor’s in Social Work, Christian obtained his Master’s degree in Social
Work from the University of Hawaii at Manoa with an emphasis on behavioral and mental
health. Christian is currently working on his dissertation as PhD candidate in Educational
Foundations at the University of Hawaii at Manoa. As an adjunct professor in sociology,
social work, and education, Christian, honoring Elder teachings, implemented the talking circles that he was introduced to in ÃÛèÖÊÓƵ, creating a safe
space for them to connect, process, and engage in their own healing and wellness journey
within academia. Christian is currently researching the talking circle method of delivery
and how the same results might be achieved via distance courses (including video conferencing
and asynchronous methods). Christian enjoys working in multicultural spaces and is
committed to DEI and student success in academia. Christian is excited to be back
in ÃÛèÖÊÓƵ and lives in Auke Bay (Juneau) with his wife, a clinical social worker,
and their three young children.
My teaching philosophy is heavily influenced by critical, indigenous, and dialogic
pedagogies. At the height of my priorities as an educator is to create a meaningful
experience for everyone participating in the class. From my experience, the best way
to do this is through recentering to a more indigenous paradigm. I, respectfully,
utilize talking circles to create a safe space for them to develop critical consciousness, connect, process, and engage
in their own healing and wellness journey, in particular, as it relates to the course
content. Believing that critical dialogue and reflection is essential, in asynchronous
online courses, I aim to recreate the essence of talking circles utilizing other creative
methods. I believe in sharing power with students. Every student is a teacher. Every teacher is a student. We all learn from each other
when we remember to remove our proverbial hats. Finally, I believe connection to be
an integral part of any course. A successful course is one where students feel connected
to the content and are able to relate it to themselves and the world(s) they live
in.
