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All of our efforts have to involve love, the empowerment and embrace of each person's full personal, intellectual, and spiritual potential, in environments curated and embodied with authentic care (hooks, 1991; Valenzuela, 1999).

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Disruption of the teacher-student hierarchical dynamic; empowerment of dialogue, of praxis, through an embrace of love and a deep faith in all of our relatives; critical pedagogy and praxis are at the foundation of the analytical elements of all of my work (Freire, 1970).

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The need to give back to our communities, our homes, and our people as intellectuals, as organizers and activists (Nunez, 1994).

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Elements of self-determination, the right and ability of every human and their community and people, to determine for themselves who they are and to exercise their agency and value in the world (Nunez, 1994).

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The articulation of Indigenous onto-epistemologies has to include all aspects of the whole human being (holistic: spiritual, physical, emotional, mental), through relationship with everything around us (relational), and communally expressed and understood (collective) (Blackstock, 2019; Kovach, 2011).