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Areas of interest

Dr. Paula Rosehart’s pedagogical expertise focuses on supporting in-service and pre-service educators in re‑imagining educational environments as holistic spaces that nurture individual gifts and foster collective flourishing. Foundational to her practice is the co‑creation of intentional learning spaces that cultivate a relational alchemy—honouring diversity, awakening aesthetic forms of representation, and inviting a reverencing of Indigenous education.

Her scholarship explores how the embodiment of movement as metaphor, articulated as somataphors (Rosehart, 2013), can invite contemplative, reflexive, and aesthetic forms of inquiry, and transform pedagogical practice. Deeply enmeshed within her living inquiry as a scholar and practitioner is an ethical and respectful weaving of Indigenous education alongside transformative inquiry, with a focus on nurturing the mutual flourishing of students, teachers, communities, the land, and the more‑than‑human, while fostering responsible and relational re‑storying of colonial narratives.

Dr. Rosehart's primary areas of educational practice and scholarship include teacher education, practitioner-inquiry, arts-based education, early-learning, holistic teaching and learning, embodiment, Somataphorical Inquiry, and Transformative Inquiry.