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This document was designed in tandem with a Canadian film viewing for learners who were exploring the importance of the land for Indigenous communities.

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Created an critical reflection activity based on the film Kayak to Klemtu to help learners identify and analyze symbols within the narrative. Also ensured compatibility with Programme de la formation de l’école québécoise (PFEQ) standards by encouraging critical analysis, cultural sensitivity, and collaborative learning.

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Successfully created a structured, engaging activity that promotes critical thinking and cultural awareness.

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Learners as well as educators seeking to promote critical thinking, cultural awareness, and thematic analysis.

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Creative content adaptation for World Press Photo

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Creative content adaptation for World Press Photo

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I had the privilege of adapting the texts written by Anaïs Barbeau-Lavalette for the “Je ne viens pas de l’espace” 11th World Press Photo exhibition. Guillaume Simoneau worked with Anaïs Barbeau-Lavalette, to take portraits of Syrian families that had recently moved to Montreal.

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Adapted to English original texts. Maintained the emotional impact and integrity of the artist’s vision while ensuring accessibility for a general audience.

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Successfully adapted exhibition content to reach bilingual audiences of the 11th World Press Photo Montréal.

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Collaborative sex education content development 

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Collaborative sex education content development 

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This was the working document used for collaborative content creation for a sexual education workshop.

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Developed workshop content through ongoing discussions with feminist film director, Nadia Louis-Demarchais and sexology counselor, Solène Fortin.

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Created a safe, structured space for students to express their perspectives and ask difficult questions.

Strengthened skills in cultural sensitivity, collaborative content creation, and educational facilitation.

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In light of a multiple-week workshop I created, called, Connecting with the land, these signs were designed to guide participants through the workspace during a collective research session.

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Structured information for clarity and engagement, using headings and thematic categories. Engaged with Mowhawk educator and elder, Michael Rice, to ensure accuracy and cultural sensitivity.

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Successfully integrated the workshop signage into the learning space, enhancing learners’ understanding of Mohawk culture, history, and contributions.

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High school students, educators, parents

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These case study cards were created for a workshop I designed and facilitated called, Intro to Justice, Equity, Diversity and Inclusion for Vipassana Meditators, held at the Quebec Vipassana Meditation Centre in Montebello.

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Developed a series of four detailed case studies to highlight real-life discrimination scenarios occurring within the meditation centre, drawing from Dr. Farah Shroff’s work: “Anti-racism 101 for Vipassana Meditators” as well as direct reports from meditation practitioners.

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Facilitated deep, reflective conversations on equity, diversity, and inclusion, enhancing participants’ awareness of systemic bias and discrimination.

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Educators, administrators, and meditation practitioners attending the EDI workshop

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This is an example of a behind-the-scenes collaborative document leading to elaboration of workshop content.

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Developed the workshop framework through collaboration with committee members. Incorporated insights from past workshops and feedback from committee members to refine content and structure.

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Produced a comprehensive workshop document that served as the foundation for JEDI training sessions at Dhamma Suttama and other meditation centres as well.

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Being part of a scientific reading club open to the public, I created presentations to simplify research papers I would read. Here's one on Japanese tsunami records and the Cascadia subduction zone.

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Content simplification: translated complex scientific research from the paper “Time and Size of a Giant Earthquake in Cascadia Inferred from Japanese Tsunami Records of January 1700” by Kenji Satake et al. (1996) into accessible, understandable language.

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Facilitated greater understanding and curiosity about seismic risks among reading club members. Strengthened skills in science communication, content structuring, and educational design.

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Members of the Club de lecture scientifique

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seismic risk in the pacific northwest_club de lecture

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This document was designed to present key elements of my Masters research entitled, Teaching Through the Pedagogy of Capoeira Angola: A Counter-Narrative of Resistance.

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Data collection: Compiled scholarly texts, personal reflections, narratives of experience, field notes, reflexive journals, and informal communications with colleagues and students. Explored the intersections of community-building, counter-narrative pedagogy, ethics of care, and decolonizing the mind.

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Strengthened skills in qualitative research, thematic analysis, and creating content for an academic public.

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Professors, Researchers, and Peers in the Master of Arts in Teaching & Learning program at McGill University.

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I created this memory aid card for families to take home after a meditation course.

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Used checklists, bullet points, and simplified text to enhance clarity and retention. Refined the memory aid based on feedback from children, parents, and facilitators.

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Strengthened skills in educational design, content vulgarization, and audience-specific communication. Received positive feedback for clarity, accessibility, and effectiveness in supporting young meditators’ practice.

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Children from 8 to 17 years old, parents and volunteers supporting young meditators.

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Uncovering hidden stories through research & collaboration

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Uncovering hidden stories through research & collaboration

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Drawn to untold stories, I specialize in transforming learning into a gentle exploration of diverse narratives. Through a blend of didactics and cognitive science, I create educational content that feels personal, palpable, and profoundly resonant—whether online or in person.

My journey has touched the lives of learners across diverse cities, including Montreal (Tiohtià:ke), San Jose (Ohlone Territory), Moscow (Москва), Monaco, and Cebu (Sugbo).

I regularly collaborate with industry experts, C-suite executives, graphic designers and translators to amplify the transformative power of my work.

I hold a Master of Arts in Teaching and Learning (MATL), which focused on instructional design, educational theory, and learner engagement. I also have a B.A. in Philosophy and Professional Writing, which developed my skills in research, critical analysis and clear, effective communication.