My first experience with teaching was as an Undergraduate Teaching Assistant for Anatomy Physiology which I fulsomely enjoyed. I appreciated the opportunity to engage with learners and provide creative approaches to working with content while encouraging lively discussion. I have since embarked on a teaching trajectory that has encompassed a variety of learning foci. My approach to teaching is overwhelmingly informed by critical and emancipatory approaches which align with my research approach that frequently employs constructivist grounded theory (CGT) as a means to facilitate critical inquiry and ultimately cultivate equity-seeking processes. I am deeply motivated by the experiences of my parents, who escaped the political occupation of their country, and a governmental system that sought to silence the inquiring mind. To possess the opportunity to question, redress and even refute contemporary perspectives is a gift, and one I was encouraged by my parents to take very seriously-to recognize the privilege inherent to maintaining the opportunity to openly question the processes around me. To that end, I encourage students to turn the gaze inward, to explore their own biases, assumptions and beliefs that are often occluded from consciousness. I am transparent with learners, patients/clients and participants about who I am, what I am seeking to do, and I elicit their perspectives about what they seek and how I can support the learning process.