I am an independent educational psychologist working with educator-activists in Québec, Canada in the public, private, and post-secondary sectors. My doctoral research was concerned with teacher narratives as evidence of transformational learning. Previously, I was a public school teacher working with special needs students in various settings, and a lecturer in educational and counselling psychology under- and graduate studies at McGill University. Subsequently, I worked as a consultant, working from an action research perspective, locally in public schools, a First Nation school, and with an NGO abroad. Currently, I am voluntarily engaged in mentoring relationships with caring individuals and groups of educator-activists concerned with various challenges including: creating infrastructure for individuals on the autism spectrum; fostering LGBTQ awareness and inclusion; designing music curricula to address environmental issues; nurturing student/teacher identity formation in the visual arts; navigating the radicalization of the pre-service teacher; re-inventing the teacher Self in retirement; developing a narrative polyvocal method for the building of community using life-writing and literary métissage; and challenging practices and policies constraining teacher learning and the validation of teacher knowledge. I hold deep respect for practitioner-researchers and those in their care. Underpinning these endeavors is my determination to understand, explain and sustain the evolution of my living educational theory wherein I claim to value teaching and learning, teachers and learners.