About Us

My name is Petra Eperjesi. My father and maternal grandparents immigrated to Canada from Slovakia. I am a settler on the traditional, unceded, and unsurrendered territory of the Algonquin Anishnaabeg (currently called Ottawa, Ontario). I grew up in the traditional territory of the Attiwonderonk, Anishinaabeg, and Haudenosaunee peoples, currently called Waterloo, Ontario, close to the Haldimand Tract, the land granted to the Six Nations that includes six miles on each side of the Grand River. I continue to feel very emotionally attached to that Land, feelings I move through and express in my visual arts practice.

I moved to Algonquin territory in 2014 to be part of starting the Ottawa Forest and Nature School. I make my living by working on and with the Land, and I am learning to do that in a less harmful, less colonial, and more reciprocal way, because of and in relationship with friends and colleagues at CNAC.

As the Director of Learning I am focused on the Truth and Reconciliation Commission’s Calls to Action numbers 7, 10, 43, and 53. This means that, as I develop my understanding of the UNDRIP and of my treaty responsibilities:

I work with other members of the CNAC team to co-construct impactful, reciprocal strategic partnerships with Indigenous individuals, communities, and organizations, in order to redress power imbalances between Indigenous and non-Indigenous peoples within CNAC and in the outdoor learning sector generally, and to ensure that CNAC’s programs are culturally appropriate.
I implement our program evaluation system to minimize/eliminate harms to Indigenous Peoples, de-center white authority, and re-center Indigenous authority in Forest/Nature School/outdoor learning in general. This includes co-developing our organizational accountability framework (in process) so that we can monitor, evaluate, and report on CNAC’s implementation of the Calls to Action, and promote dialogue about reconciliation in the FNS sector.
Finally, I support the development, implementation, evaluation/review, and improvement cycle for staff training, ensuring CNAC staff are well-equipped to respect and honour Treaty relationships, the history and legacy of residential schools, and the UNDRIP as they center Elders, traditional knowledge keepers, Indigenous languages, and community needs in course facilitation.

I have three sons, and modeling for them a loving and attentive relationship with the Land is one of my most important goals as their mother. I feel most successful as a parent when my children are helping/playing in the garden, chomping veggies as they go. Working in the garden with my husband is also one of the ways I feel most connected with him, and most connected with my parents and grandparents who were and are all people who tend(ed) lovingly to their gardens.

Stephanie (she, her) is a Settler woman of European descent who has had the privilege of being born and raised on the unceded and unsurrendered territory of the Anishinaabe Algonquin Nation. She has a deep and loving appreciation for the Land and all that it provides. Having been born into a large extended family, she finds joy and comfort in being surrounded by her family, friends, and colleagues and she considers these relationships her most valuable asset. In her spare time you can find her puttering in the kitchen and garden, chasing after her toddler, and hosting the Ottawa Pizza Podcast.

She comes to the organization with over 15 years of experience of working with children in the public and nonprofit sectors. She joined the CNAC team in 2016 as the Administrative Coordinator, and in more recent years her work has focused on business development, fundraising, and operations. Currently at CNAC, she is working to grow the organization's social enterprise model and create new opportunities for growth and collaboration. At the moment, she is committed to addressing Calls to Action #57, 62, 63, and 92 (i,ii,iii) by ensuring that CNAC’s business practices align with our values as an organization.

Day to day, this looks like:

- Prioritizing working with Indigenous consultants and Indigenous-led organizations whenever possible
Actively fundraising for CNAC’s Aurora Heat bursary fund, and CNAC’s decolonization efforts
- Building and maintaining relationships with Indigenous partners and genuinely consulting with them
- Prioritizing hiring Indigenous team members and ensuring there is a path for growth within the organization
- Ensuring that CNAC is resourced to provide training for all staff on the history of Indigenous people on Turtle Island, the history and legacy of residential schools, intercultural competency, and anti-racism.

I am a first generation Canadian settler born on Turtle Island with Irish heritage. My pronouns are she/her. I was raised, educated, and benefited personally and professionally from white settler cis privilege on Indigenous Land, in Tkaronto, the Kanienʼkéha word for “where there are trees standing in the water”, part of Treaty 13.

Treaty 13 are the Treaty lands of the Mississaugas of the Credit and the traditional land of Huron-Wendat, Haudenosaunee, and the Mississaugas and Chippewas Annishnaabe. I am grateful for these past and current defenders and caretakers of the Land who kept the Land and Water pristine for tens of thousands of years. Tkaronto is now home to over 88 000 First Nation, Métis and Inuit people.

I carry deep gratitude for this Land and their unwavering presence and love. The Land reassures me when leaves change color in the fall, and when I hear the first buzz calls of the cicada in summer. The sparkle of snow lights me up in the depths of winter, and my curiosity surges when bugs, buds and blossoms emerge in the spring. The Land is my greatest advocate for outdoor play. The ravines along Wonscotonach (colonially known as the Don river) generously offered adventurous play throughout my life, whether following deer trails in winter at night or playing house with large Miskobik (Willow) in a nearby park.

My journey to support children’s relationship with Land was sparked many years ago when my care and concern for early childhood and the earth mingled with my advocacy for child care and climate change. I was inspired by ideas that we cannot care for what we do not love, and that we are primed by our body and senses to connect with our surroundings. In my practice as an early childhood educator, it became more and more clear to me that, although children were deeply tuned into clouds, wind, puddles, worms, soil, and trees, early childhood programs (and education more broadly) struggled with celebrating these relationships with the Land children carried. I was driven towards change, and how to transform early childhood education towards nurturing children’s reciprocal and playful relationship with the Land. I am guided - professionally, politically, and personally - by the question, how do we do justice for the well-being of both children and the Land?

This question is the undercurrent of my 22 years as an early childhood educator; graduate work in environmental studies; teaching for social justice in ECE; facilitating workshops in nature-based programming for early years communities; facilitating FNS programming for preschool and school aged children; and facilitating with CNAC since 2017.

My learning with Truth and Reconciliation is a lifelong journey as colonialism, white supremacy culture, capitalist, hetero-patriarchy has been shaping and ravaging the earth for so many years. Meeting the Calls to Action related to my care for early childhood education and education, is one of the many ways I hope to give back to the Land. I am grateful for the conversations, sharing circles, and learning with Indigenous Elders, Knowledge Sharers, colleagues, and course participants I have received through my role as a facilitator with CNAC. My learning continues towards listening and a deeper understanding of what it means to be in active, reciprocal and responsible relationships with Land, community, and each other.

I am committed to Calls to Action nos. 10, 12, 14, 45 i, iii, 47, 62, and 63 that I embed in my work related to education and early childhood, and extend to support Treaty education, Indigenous language reclamation, and Indigenous Sovereignty. This shows up through sharing books and resources by Indigenous authors for both children and adults, and learning the local language of the Land. I regularly contact my local elected representatives and request their accountability to Treaties, Calls to action, and Land Defense actions across Turtle Island. And having conversations with family, friends, and the communities of which I am a part, about the agency and responsibility we carry. I deeply feel in my heart and bones that the Land (and earth) is calling for Landback in order to heal and restore relationships throughout the Land.

Calls to Action nos. 10, 12, 14, 45 i, iii, 47, 62, and 63

10.
We call on the federal government to draft new Aboriginal education legislation with the full
participation and informed consent of Aboriginal peoples. The new legislation would include a
commitment to sufficient funding and would incorporate the following principles:

i. Providing sufficient funding to close identified educational achievement gaps within one generation.
ii. Improving education attainment levels and success rates.
iii. Developing culturally appropriate curricula.
iv. Protecting the right to Aboriginal languages, including the teaching of Aboriginal languages as credit courses.
v. Enabling parental and community responsibility, control, and accountability, similar to what parents enjoy in public school systems.
vi. Enabling parents to fully participate in the education of their children.
vii. Respecting and honouring Treaty relationships

12
We call upon the federal, provincial, territorial, and Aboriginal governments to develop culturally appropriate early childhood education programs for Aboriginal families.

14
We call upon the federal government to enact an Aboriginal Languages Act that incorporates the following principles:

i. Aboriginal languages are a fundamental and valued element of Canadian culture and society, and there is an urgency to preserve them.
ii. Aboriginal language rights are reinforced by the Treaties.
iii. The federal government has a responsibility to provide sufficient funds forAboriginal-language
revitalization and preservation.
iv. The preservation, revitalization, and strengthening of Aboriginal languages and cultures are best managed by Aboriginal people and communities.
v. Funding for Aboriginal language initiatives must reflect the diversity of Aboriginal languages

45.
We call upon the Government of Canada, on behalf of all Canadians, to jointly develop with Aboriginal peoples a Royal Proclamation of Reconciliation to be issued by the Crown. The proclamation would build on the Royal Proclamation of 1763 and the Treaty of Niagara of 1764,
and reaffirm the nation-to-nation relationship between Aboriginal peoples and the Crown. The proclamation would include, but not be limited to, the following commitments:

i. Repudiate concepts used to justify European sovereignty over Indigenous lands and peoples such as the Doctrine of Discovery and terra nullius.
ii. Adopt and implement the United Nations Declaration on the Rights of Indigenous Peoples as
the framework for reconciliation.
iii. Renew or establish Treaty relationships based on principles of mutual recognition, mutual respect, and shared responsibility for maintaining those relationships into the future.
iv. Reconcile Aboriginal and Crown constitutional and legal orders to ensure that Aboriginal peoples are full partners in Confederation, including the recognition and integration of Indigenous laws and legal traditions in negotiation and implementation processes involving Treaties, land claims, and other constructive agreements.

47.
We call upon federal, provincial, territorial, and municipal governments to repudiate concepts used to justify European sovereignty over Indigenous peoples and lands, such as the Doctrine of Discovery and terra nullius, and to reform those laws, government policies, and litigation strategies that continue to rely on such concepts.

62.
We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to:
i. Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students.
ii. Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms.
iii. Provide the necessary funding to Aboriginal schools to utilize Indigenous knowledge and teaching methods in classrooms.
iv. Establish senior-level positions in government at the assistant deputy minister level or higher dedicated to Aboriginal content in education.

63.
We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including:
i. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.
ii. Sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history.
iii. Building student capacity for intercultural understanding, empathy, and mutual respect.
iv. Identifying teacher-training needs relating to the above.

Lukeisha acknowledges all of Turtle Island as Indigenous. As a person of African descent Lukeisha (She/Her) recognises the ongoing impacts of colonialism. In 2014 Lukeisha came to the unceded, unsurrendered traditional territory of the Algonquin Anishinaabe. This Land serves as a teacher, friend, container, and provider for her and her child. She will continue to learn the truth of this Land and its people, and she will purposefully nurture and honor her connection to this Land through outdoor play and learning. To the Indigenous people of this Land, the water protectors, the trees - our standing friends, the Elders and Knowledge Holders she has learned from in sharing circles, she is forever grateful and honoured for this time to listen and cherishes all that she has learned.

Lukeisha is a cisgender Black woman of the Kalinago heritage, raised along the beautiful shores of Hairouna, “Land of the Blessed”, now known as St. Vincent and the Grenadines. This is where she spent most of her time playing outdoors; dancing in the rain on black sand beaches; hiking the volcano; and swimming in beaches surrounded by volcanic rocks. She has fond memories from playing in nearby streams and banana fields; and enjoying fresh produce from mountain trips with her grandma, all the while connecting and making relationships with the Land she knows and loves deeply.

For a short time Lukeisha connected with the Land of the Maroons (Jamaica) where she studied Library and Information Studies at the University of the Westies Mona Chapter.

Lukeisha is life long learner-unlearner, a peaceful disrupter, and is passionate about creating brave spaces for all children to be fully immersed in nature and on the Land. Like Richard Louv stated, ‘Every child needs nature not just the ones with parents who appreciate nature. Not only those of a certain economic class or culture or set of abilities. Every child.’

When not on the Land with children of Black in Nature Ottawa as a forest school practitioner, Lukeisha serves as a facilitator with Child and Nature Alliance Canada where she is committed to Calls to Action Nos. 10, 13, 15, 63, 64, 79 and 93. Lukeisha will collaborate with CNAC and local Indigenous Elder or Knowledge Sharers to help co-create courses to reflect a more inclusive story of the First Peoples of this Land, Treaties, and culture. Lukeisha strives to dismantle systematic racism, white supremacy culture, and break down barriers that impact children’s access to outdoor play. She is currently focused on Call to Action # 93, ensuring newcomers or anyone else who participates in these courses will learn about the truth of the Land.

“I kindly acknowledge our earth and all her gifts. I give thanks to the land, water and sky for the opportunity to thrive. I am grateful for the winged ones, the four legg-ed, the water beings and plants which nourish and support me with opportunities to learn and grow. I know that this land, water and sky are a part of me. I am grateful for their support.”

I am passionate about reconnecting people to nature in an authentic way. My work centers health and wellbeing by aiming to foster meaningful, personalized connections with Land. I am honored to be based on the unceded territory of the Mi'kmaq and Beotuk in Corner Brook, Newfoundland. I am a Plains Cree person and an active band member of Kahkewistahaw First Nation in Saskatchewan - Treaty 4 Territory. My ancestral roots also sink deep into Newfoundland’s settler and mixed race culture. I grew up in Calgary, Alberta and the interior of BC - I have a deep connection to many Lands across the country.

In my role as Manager of National Programs, I am personally committed to Call to Action number 14. I am committed to making more space for Indigenous Languages in our offerings across Canada. I am constantly learning and listening to understand how to do this work in a better way.

I would like to honour my family, ancestors and mentors, as they have been an integral part of the foundations of my work. Thank you to my mother, for providing me with a wide range of experiences to learn from. Thank you to my father, for sharing his passion for fishing and for supporting green things to grow. Thank you to my sister, for always playing and laughing beside me. Thank you to my great-grandmother, for our forest and gardening adventures together. Thank you to grandfather, for your humility, honesty and straightforward approach to life and problem solving. Thank you to my mentors, teachers and coaches who have helped me to explore and navigate my own path. Thank you to my aunties, uncles, other grandparents and cousins and friends, who have supported me and laughed alongside me. The work that I do is a result of the combined support of all who stood beside and came before me. I thank those people wholeheartedly.

I am a registered Early Childhood Educator IV and studied Psychology during my time at Grenfell Campus - Memorial University. For 5 years, I watered Sapling Forest School to grow and provide over 200 local people per year of all ages with an opportunity to deepen their relationship with land. I am also a Certified Forest and Nature School Practitioner, Yoga Teacher CYT500 and a Certified Forest Therapy Guide. I intertwine my experiences to provide a mindful, supportive approach to my work as Manager of National Programs and direct support for the Facilitation Team at the Child and Nature Alliance.

In my spare time, I love to walk with my partner, our Husky and our Chessie Retriever, in the quiet forests of Newfoundland in all weather and seasons. I forage food seasonally and I am an advocate for supporting local small businesses.

I am thankful for the breeze and fresh air to breathe,
The sun’s warm embrace, emanating from its rays,
The clouds in all their shapes, reminding me to slow my pace

I’m grateful for the grass, that wraps me in its loving arms,
The shelter from the trees, and the beauty of the changing leaves
The flowing of the stream, the sound of serenity

Natalia (she/her) is originally from Medellin, and grew up the first six years of her life playing amongst valleys, mountains and forests in Colombia.

After immigrating to Canada with her mom and siblings, she was raised in Kitchener-Waterloo, and currently lives in Toronto on Treaty 13, the traditional lands of the Mississaugas of the Credit, the Anishnabeg, the Chippewa, the Haudenosaunee and the Wendat peoples.

Natalia first joined CNAC for the pilot year of the Play in Parks program in 2018. After seeing the wonderful impact that nature-based play had on children, families and their communities through the program, she was inspired to continue working in child and youth development with a focus on access, equity and inclusion. Since then, Natalia has moved into the Manager of Social Enterprise role with CNAC, focusing on fundraising and business development.

Throughout her years at CNAC, Natalia has continued to learn about Canada’s colonial history, and what it means to support nature-based learning on unceded land. She is committed to supporting the following Calls to Action:
#1, ii - She will continue donating a portion of her monthly pay to the First Nations Child and Family Caring Society, which leads initiatives to ensure the safety and wellbeing of First Nations youth and families.
#11 - She will work alongside the fundraising team to grow the organization’s bursary fund to reduce financial barriers and provide subsidies for Indigenous participants who wish to take professional development opportunities with CNAC.
#92, i - As an organization that benefits from and works with educators on unceded land, Natalia commits to seeking guidance from and co-creating programming with Indigenous partners.

Mirani was born in Sri Lanka and at the age of five she migrated with her family to Qatar. She was raised there for most of her life until moving to Canada in 2015 for university. She graduated with a bachelor's degree in Political Science: International Relations from Carleton University. In her spare time she enjoys traveling the world, trying new cuisine, and expressing her creativity through social media. Her relationship with God/Jesus, family, and friends are crucial parts of her life.

CNAC’s mission to connect children and nature really resonated with Mirani. She believes that in a world where there is an ever-growing interest and constant evolution in technology, connecting with nature around us is very important. She started her role at CNAC in June 2021 as an Administrative Coordinator and recently transitioned into a new position as the National Program Coordinator.

Her time at CNAC so far has opened her eyes and mind to the past, present, and ongoing injustices and harm towards Indigenous communities. In her new role, she is committed to
the following Calls to Action:
14. (i) - by seeking guidance to provide further education to our facilitators about Indigenous languages and incorporating indigenous languages into our courses.
63. (iii) - by collaborating to create more workshops and practitioners courses across Canada therefore reaching more children and teaching them intercultural understanding, empathy, and mutual respect . In addition, expanding her knowledge through professional and personal development courses.
57. - by seeking guidance to offer facilitators and participants further education about the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Indigenous rights, Indigenous law, and Indigenous–Crown relations.

“There is no Wi-Fi in the forest, but I promise you will find a better connection.” –Ralph Smart

Being born and raised in a small northern community on the traditional territory of Cree, Moose Cree in Treaty 9 territory instilled in me a deep connection and respect to the Land and all that it provides us with. I find peace in outdoor activities such as canoeing, fishing, hiking, camping, cross country skiing, foraging wild edibles and practicing tree identification.

I come to CNAC with experience from various settings such as a conservation authority, non-profit organizations and school boards where I worked directly with persons with disabilities and at-risk youth. Giving back to the community is a very important aspect in my life. I have had the opportunity to volunteer at a community kitchen, a food bank, Big Brothers Big Sisters and Red Cross. As a musician, our band has volunteered entertainment at local events for Pride Month, International Women’s Day and food bank fundraisers.

I am on a continuous journey of furthering my understanding of colonial history and contemporary legacy and how it impacts Indigenous communities. In an administrative role at CNAC, I am committed to Calls to Actions 10 i & ii, 19, and 57. These commitments are demonstrated in the following ways:

10 i & ii - I will provide Indigenous practitioners with the application to the Aurora Heat Bursary Program, enabling financial assistance for course fees and enhancing the accessibility of the course.
19 - I commit to making a monthly donation to Water First, an organization that works to address the water crisis in Indigenous communities.
57 - I educate myself on the history of Indigenous peoples by setting aside 30 minutes every Friday morning to complete professional development and skills-based training on related topics. I am currently completing the 4 Seasons of Indigenous Learning training.

I come from the sunny Philippines, where my childhood was spent eating the juiciest mangoes, getting sunburnt from staying too long at the beach, and running and play-fighting with my playmates, among many other things. The Land has taught me so much and given me more than I could ever ask for. The Land I grew up in bears traces of different colonial powers that once tried to take it over. It is a Land that had to reimagine itself independently and continues to do so.

Having moved to so-called Canada to study, I am currently based on the unceded and unsurrendered territory of the Algonquin Nations. I continue to educate myself on the colonial past of Turtle Island and the ways in which it parallels the Land I grew up in. Recognizing that the Indigenous Peoples in so-called Canada and the millions displaced from their lands share struggles, we must unite and remain steadfast in our efforts to protect and liberate our Lands.

My work at CNAC is a way to exercise my creativity and connect people to our courses and programs, helping to realize our vision of connecting children with nature.

I commit to the following calls to action: #84, #85, #86, #93, #94.

Pat is a cisgender caucasian woman with mixed heritage of Ukrainian, British and
Scottish descent. She was raised in Toronto and spent summers on a remote island in
Georgian Bay, where her love and connection to the land (both urban and rural spaces)
rooted, deepened and bloomed. Currently she lives and plays on the land and water that
is and surrounds Vancouver Island and the traditional unceded territories of the
Kwalicum First Nations, and the Songhese First Nations. Pat has her degree in Phys. Ed.
and Health, as well as in Education. With years spent in traditional classrooms, Pat
discovered beautiful learning outside of the four walls, through listening to her children
and their needs as they grew and explored life. With adventures in entrepreneurial
endeavours, Pat dove deeply into developmental Music and Movement with a Kindermusik
business. Following this, she developed a Learning Support private practice through a
healing education modality within Waldorf Education. After taking the Forest School
Practitioner Course in 2015 Pat started her own Forest and Nature School, Natural
Pathways Learning Centre. When she is not working with CNAC or in her private
practice, Pat can be found exploring the land and water with her husband and family of 3
adult boys and their partners on the trails on Vancouver Island and the ocean with her
sailboat. Pat is passionate about inspiring others to deepen their relationship with self,
others and the land. It is with a deep and profound respect for life, that Pat is humbled
and grateful to hear the stories of the land and the people and to commit to acts of
allyship and healing through the Truth and Reconciliation Commission of Canada Calls to
Action, number #62, #63 and #92. In embodying these commitments, she aspires to
contribute to a future built on mutual understanding, dignity, reciprocity, and justice for
all peoples.

Anne Azucena is a social justice facilitator focused on PilipinX liberation, a weaving artist and healer. She is based in the territory of Treaty 7, the Blackfoot Confederacy Moh’kíns’tsis. Her unique experience as a second generation Pilipinx-Canadian has made her passionate about being intentional in acting as a bridge in cultivating community healing in the diaspora and the land. Their journey towards re-claiming and re-membering ancestral ways of healing are rooted in understanding the PilipinX community as Uninvited Visitors on Turtle Island. Azucena continues to find ways in which community can work towards our relation to the land and how we can heal the community and land together.

The Calls to Action Anne is personally committed to are #62 and # 63 under the Education and Reconciliation section, and #92 in Business and Reconciliation.

My name is Vashti. I am a mother of three nature loving kids. I love learning, moving and creating. I have a soft spot for crafts that involve wool, cotton or any natural fibre. I did my undergraduate degree at McMaster University and completed my teaching degree at OISE with qualifications for intermediate/senior level, teachables in Science and Math.

My desire to have my kids connect with the natural world has led me down a path where I have had the privilege to connect, grow and love in nature.

I have been a support facilitator with Child in Nature Alliance since 2023. I am a certified Forest and Nature school practitioner and facilitate in Kitchener with Nature connect.

I am personally committed to call to action 63iii Building student capacity for intercultural understanding, empathy, and mutual respect. With my work in forest school, as a mother and as a lifelong learner this call to action is one that I can work on daily in a tangible way.

I look forward to meeting new people, learning from others and sharing the gifts I have to give.

My name is Lise Brown (she/her) and I am situated in Treaty One Territory - Winnipeg, Manitoba
Winnipeg derives from the Ininew word win-nipi meaning murky water.

I have been a facilitator with the Child & Nature Alliance of Canada since 2018 and I love teaching the Forest and Nature School Practitioners Course. In 2020, my colleague Adrian Alphonso and I had the opportunity to decolonize the Forest and Nature School Practitioners Course curriculum, which is now guided by the 7 Relationships of an Ethical Forest and Nature School in Kanata.

I am the co-founder of a small business called Momenta (est. 2006). If you’re interested you can check out our website at experiencemomenta.com or our Instagram page @experiencemomenta – we deliver Forest and Nature School programs, Outdoor Education programs, Adventure Therapy, Certifications in Wilderness First Aid and consulting on these areas of expertise.

I am a Forest and Nature School Practitioner and a registered social worker - my work entails reducing barriers for folks to participate in outdoor adventures and to connect (or reconnect) individuals and groups to the land in hopes that a connection to land helps to feed their physical, emotional, intellectual and spiritual health.

Cindy enjoys learning and growing together on the land with children and adults. She
has an ECE background, a degree in Psychology, and many years of experience in
multiple childcare settings. The Forest and Nature approach is a natural and intuitive fit
for her personal philosophy. She lives, works and plays in the North Central Alberta
area on traditional Treaty 6 territory.

Spending time outdoors has always been the best part of life for Cindy. A believer in
always learning, always growing, she is excited to be part of Child and Nature Alliance
of Canada to share the same path of growth and discovery with like minded people.
Cindy is the proud Grandmother of five special little people and mother of three. She
loves to travel and enjoys photography. Her ultimate experience is to photograph her
grandchildren while sharing a travel adventure together!

Tricia grew up in the forests and gardens of North Vancouver, where she remembers playing in the blossoms of the cherry tree in her garden and tucking herself under the fern fronds in her school grounds. She has had the privilege to live in the Lynn Creek watershed for her entire life. Her ancestors come from the UK, France, and Germany, and she is a settler on Tsleil-Waututh, Squamish, and Musqueam lands.

Tricia's educational background is in geography, literature, permaculture, and ecological restoration. While she came to nature-based learning from an ecological perspective, wanting to encourage children to connect more deeply to the land, she has become more and more inspired by the ways in which land-based and emergent learning practices honour every child. She loves the way that forest school brings together children and adults in an interconnected and compassionate community.

Tricia has been playing and learning with children outdoors since 1995 at the Lynn Canyon Ecology Centre. She co-founded the Fresh Air Learning forest school in 2010, and she is currently the program director. She enjoys the rich dialogue, play, and reflection that emerge from participants in the Forest School Practitioner's Course and looks forward to the learning opportunities that each course brings for participants and facilitators alike.

My name is Hannah Gehrels (they/them) and I am a third-generation settler coming from the rocky shores of Lake Superior in Anishinabek territory—including the Ojibwa of the Fort William First Nation—in Thunder Bay. I now make my home in Mi’kmaq Territory and the beautiful Island of Epekwitk/PEI.

I still remember the moment I realized that I could spend my working life being outside, and haven’t looked back. From tree planting jobs to spending time researching and learning more about frogs, songbirds, salmon, native pollinators, and most recently crabs. I started the PEI Wild Child Forest School as a way to combine my love of land, my joy of being around kids, and the passion I feel about giving children and youth (and adults!) opportunities to connect with nature as a way to help us understand our place on this earth.

I love getting to facilitate Forest and Nature Practioner’s Courses because I get to meet so many like-minded folks who are interested in getting more kids outside. And it inspires me to be a part of a community of people committed to this vision. It is an honour to be able to share the knowledge and skills I have gained in running forest school programs for over 8 years, and I am continuously grateful to learn from everyone else in the circle with all of the knowledge, skills, teachings, stories, songs, and ways of being that they have to teach and share with me. I am committed to Calls to Action #62, 63, and 92 in the ways these show up in my work and personal life.

When I am not facilitating courses or working, I enjoy foraging, LARPing (live action role playing), being in the sauna, jumping into the ocean, and hanging out with my niblings.

A little bit about me; I am a settler on Treaty 4 Territory, home to the Nekaneet Cree Nation, Wood Mountain Lakota people and the homeland of the Metis. This land had been shared as summer hunting grounds for as long as the sun has shone and as long as the river has flowed. My family and I live beside what was once known as the Whitemud River along the border of the Grasslands National Park. I am a mother to two wild prairie kids. I am also a teacher. For 14 years I have taught early elementary in a multi-graded setting. It was this work that led me to CNAC and to the Forest and Nature School Practitioner Program. Recently, I have taken on a new role at the secondary level and am excited to see how FNS can be integrated at a new level.

My family and I are honoured to be caretakers of this land, as we live, ranch, teach and grow for the next generations.

CALL TO ACTION #63: We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including: Specifically, Building student capacity for intercultural understanding, empathy, and mutual respect.

My name is Anita and I live, work and play in the traditional territory of the Blackfoot Confederacy. My parents immigrated to Canada from India in the 1970’s and settled in the Lower Mainland, where I grew up.

My Forest and Nature school journey started when I moved to Okanagan BC, and started to work with children in various settings, including afterschool programs and daycares. I definitely saw the results when they had regular exposure to nature – happier and healthier children. This led me to learn more about the Child and Nature Alliance, and eventually become a facilitator.

As I was growing up, the forest was my sanctuary and my playground. What I love most about my relationship to land is the feelings of peace and connectedness that it brings me. I love climbing trees, exploring under rocks, learning about plants, and taking in all the sights, sounds and smells that nature has to offer.

The Calls to Action that I am personally committed to lie in the realm of education. Specifically No 63. and No 64, as they focus on building intercultural understanding, empathy, and mutual respect.

Chris was born on the traditional and treaty territory of the Michi Saagiig and Chippewa Anishinaabeg and the signatories of the Williams Treaties. His familial lineage is Hungarian, and Irish. He was raised on the unceded, unsurrendered Territory of the Anishinaabe Algonquin Nation, and for the last 25 years he's had the pleasure and privilege of living in and on the traditional unceded territories of the lək̓ʷəŋən peoples represented by the Songhees and Esquimalt Nations and the W̱SÁNEĆ peoples represented by the Tsartlip, Pauquachin, Tsawout, Tseycum and Malahat Nations.

His journey in this work began many moons ago. He's had the privilege to work alongside the innovators, educators and collaborators at CNAC since 2012. Over that time he's held many different roles each rewarding and informative in its own way. Despite all the hats he's been able to wear, his favourite role remains that of facilitator and mentor of learning experiences.

Chris' commitment to the TRC's Calls to Action is woven throughout his work with CNAC, and is particularly focussed on Education for Reconciliation, #62-65.

Chris has worked and studied in the field of nature based education since…well… as long as he can remember. He earned his BPHE and MEd in Adult Education and Environmental Studies from the University of Toronto, and his PhD in Educational Studies from the University of Victoria. He has worked in adventure education, started nature based preschools, developed programming with his local school districts, and is currently the Manager of Child Care Services at Camosun College in Victoria BC.

Julie found her love for the natural world when, as a child, she moved from wandering the open fields and forests of Northern Ontario to the big city of Ottawa. To fill the void this change had left, she joined the scout movement and has since been involved as a leader. Through different experiences with the scouts, Julie has come to discover the magic that comes with connecting children with nature. After finishing her B.Ed, Julie went on to l’Université Laval to study the development of children’s environmental sensitivity influenced by their time spent in nature. She has since worked as a teacher in Nunavik and Ontario, gardening with kids and working to create a sense wonder for the natural world. In 2016, Julie has set up a Forest School program for all students attending École élémentaire et secondaire publique Rivière Rideau. She is now coordinating this program, all the while mentoring other teachers in the school to integrate Forest school principles in their all around teaching practice. Julie is also passionate about developing forest school resources in French and hopes to, one day offer workshops for french speaking educators.

Monika’s experience with land and land-based education is unconventional, which also describes much of her life. With Russian and Nigerian origins, formative years in Montreal where she also learnt French, adulthood (mostly) in Toronto, and having travelled to many parts of the world, Monika identifies as a multilingual global citizen, without an attachment to a particular land. She also grew up in very urban environments and can count on 1 hand the number of camping/canoe/cottage trips she has taken. All the while, Monika has always enjoyed being outdoors, on and with land in its varying natural forms. When the COVID pandemic hit, Monika, a mother of 3 young kids, started turning to the land regularly, with her children, as a mental health strategy. This led to an emergence of something deep within her, that she hadn’t realized was present, that included a sense of peace and relationship with land and a strong desire to share that with others. So, as a Black woman, as someone whose work and life has been strongly tied to equity, inclusion, and social justice, and as an experienced facilitator, she jumped at the opportunity to join CNAC as a way to claim her rightful space in the world of ‘outdoor education.’ Monika also has a BA (Hons.) in Kinesiology and Health Science and her MPH in Health Promotion and Community Development. She is curious and multi-passionate, and this work is among other work that she does to facilitate connection, community-building, and conversations, in the name of individual and social transformation.

Emily gratefully acknowledges that she lives, works, and raises her family on the traditional territory of the Kwanlin Dün First Nation and Ta’an Kwäch’än Council in the Yukon, where she has been living for the past decade. She also honours the traditional land of the Hul’qumi’num'-speaking people of sc̓əwaθenaɁɬ təməxʷ (Tsawwassen) First Nation, where she grew up at the mouth of the Fraser River. Her ancestral roots are Nordic and from the Celtic-Anglo Isles.

With over 10 years of experience as a certified teacher, Emily has worked with young people in various roles, including youth leadership trip facilitator, outtrip director, motivational speaker, native plant researcher, curriculum designer, and classroom teacher. She holds a BEd in Indigenous Perspectives from Simon Fraser University and a BA in Biogeography from the University of British Columbia.

Emily co-founded Rivers to Ridges to foster curiosity and connection to the natural world from a young age. The organization offers acclaimed outdoor programs and consulting services to educational institutions and clients nationwide. Rivers to Ridges is dedicated to weaving Indigenous perspectives into its work and actively supports the Calls to Action from the Truth and Reconciliation Commission, with a strong emphasis on education and land stewardship.

Emily is part of the 2SLGBTQI+ community, and she brings this inclusivity into her work and personal life. As a mother, she enjoys sharing her passion for the natural world with her child. Her interests include basket-weaving, gathering wild herbs, fermenting foods, and exploring creative arts like beading, swing dancing, playing music, and gardening.

I am a cis-gendered woman, living and working on the traditional land of the Anishinabek people under the Robinson-Huron Treaty of 1850. People from the Ojibway, Potawatami and Odowa Nations lived and continue to live in this area as they actively pursue reconnecting to the land and all our relations inhabiting the air, water and lands of this region. I myself am a fifth generation settler, with roots in England, Ireland and Scotland, as well as having a grandmother many generations back from the west coast of Canada. I do not know the nation she was from.

I have degrees in Environmental Studies and Education, and taught in the classroom for over 25 years before retiring to found the Parry Sound Forest School in 2019. The school has grown steadily and we serve 800+ children and their families annually.

I am grateful for the opportunity to share my experiences and learn from other facilitators and participants in my role as an assistant Facilitator.

My name is Stéfanie Matko. I was born and grew up in Kapuskasing, Ontario, traditional territory of the Cree and Moose Cree people since time immemorial and on whose land I am grateful to have spent my childhood.This territory is where my love of nature took root; my most treasured childhood memories are of those long stretches of time when my siblings and friends and I were left to our own devices outdoors. Enseignante maintenant à la retraite, mon rôle auprès des
enfants a toujours été guidé par l’idée que l’enfant est maître de ses propres apprentissages et que son cheminement optimal se réalise par le biais du jeu et de l’exploration autodirigés. I have always believed that nature is the ideal setting to promote self-realization, well-being and true learning, both for kids and adults. And never is this more evident than when we are set free outside to explore, discover and play. I am very proud to be part of the CNAC team
where this philosophy is at the heart of every decision and grateful for the opportunity to work alongside other adults who wish to incorporate more nature into the daily lives of the children they work with.

Growing up camping, paddling and playing in the woods, lakes and rivers of Eastern Ontario, Carly is often found outside wandering the landscape being curious with whoever she is with - her own two boys or a group of eager children or adults. Carly believes our human resilience is strengthened from meeting our edges through contact with ourselves and being willing to lean in a little bit more. The wildness is the perfect place to meet edges, to discover who we are and our place in the fabric of life.

Nature’s influence lead Carly to pursue degrees in GeoScience, Outdoor Recreation, Parks and Tourism and a Bachelor of Education. She has travelled many hills and valleys around the world, lead wilderness trips, created her own forest and nature school program in the Madawaska Valley, and supported schools in Renfrew County to encourage nature based play and learning in their school yards and surrounding wild spaces. Carly is currently working as a supply teacher with the Renfrew County School Board as well as facilitating CNAC Practitioner Courses, where she seeks to incorporate her skills as a nature mentor inspiring others to deepen their own connection.

Cynthia Lapierre yiatsih. Franco-Ontarienne chia' Wendat endi'. Yänionnyen' iwayitiohkou'tenh.
My name is Cynthia Lapierre. I am Franco-Ontarienne and Wendat. I am Bear Clan.

I have called many Lands home. I was born and raised on the traditional lands of the Atikameksheng Anishnawbek, also known as the area near the City of Greater Sudbury in Northern Ontario. I have lived on foreign lands, specifically Spain, South Korea, and Taiwan. I lived on Tiohtià:ke (Montréal island) while working in Kahnawà:ke. Finally, I have returned to and settled on the Land that all my ancestors (French, Scottish, and Wendat) who have lived on Turtle Island called home before me, Nionwentsïo. I work in language and culture revitalization in Wendake, where I am also a registered member of the Huron-Wendat Nation. I walk in both worlds. I work as an ally to decolonize the worldview and eurocentric culture I grew up in. I also work as a reconnecting Indigenous person who has found my way back to community, to language, to culture, and to ceremony.

Since I was a kid, being outside has been my happy place. Laying down on the ground is how I ground myself. Being outside is my medicine. As someone who suffers from performative perfectionism, being outside reminds me that everything gets done in its own time, in its own beautiful way, all while being influenced by its environment. I want to give children what I wish I had been given: a place to live, learn, and play free of schedules, bells, and grading systems that did not represent nor accurately capture my learning journey. I am especially interested in and currently exploring Land-based learning for language and culture with Indigenous peoples.

Here are the Truth and Reconciliation Commissions's calls to action that I focus on as an ally and Indigenous activist:
13. We call upon the federal government to acknowledge that Aboriginal rights include Aboriginal language rights.
14. We call upon the federal government to enact an Aboriginal Languages Act (in summary, to provide funding for the preservation, revitalization, and strengthening of Aboriginal languages and cultures).
43. We call upon federal, provincial, territorial, and municipal governments to fully adopt and implement the United Nations Declaration on the Rights of Indigenous Peoples as the framework for reconciliation.
44. We call upon the Government of Canada to develop a national action plan, strategies, and other concrete measures to achieve the goals of the United Nations Declaration on the Rights of Indigenous Peoples.

``They tried to bury us. They didn't know we were seeds.`` (quote inspired by a couplet written by the Greek poet Konstantinos Dimitriadis).

I live, learn and play on Treaty 6 Territory, home to the Cree and the homeland of the Metis. I reside with my partner Doug and our child Boston. I have been an educator in the public school system in a variety of roles for the last 14 years. I believe that traditional school models do not suit all learners and students of all ages need to spend time engaging on the land. I am fortunate to work in a kindergarten to grade twelve school where I have the opportunity to learn outdoors with a variety of age groups. Being part of Child and Nature Alliance as a Facilitator has continued to help me grow both personally and professionally.

63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including: i. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools. ii. Sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history. iii. Building student capacity for intercultural understanding, empathy, and mutual respect. iv. Identifying teacher-training needs relating to the above.

Noureen was born and raised in Pakistan. She has been privileged to serve academic and not-for-profit institutions in Pakistan, the United Arab Emirates and Canada. As a facilitator, researcher and community leader, Noureen is continuing to avail volunteering and professional opportunities to serve people of diverse age groups and cultures. She aspires to capitalize on her professional qualification (M.Ed.) and personal experiences of regaining her well-being through nature while helping others re-establish harmony with the Earth. Noureen strongly believes that her deep reflection and strong observation skills have enabled her life-long and self-directed learner. Skills learned while spending childhood in nature. She trusts that by utilizing these skills one can connect to the inner self, an entire universe of its own, and knowing oneself can help find the purpose as humans. Noureen hopes to help human beings regain their connection to nature and their inner self. Noureen is proud to be a member of the CNAC family and is excited to make the best out of this opportunity.

Parisa is an Iranian-Canadian living, working, and playing on the traditional territories of the Blackfoot Confederacy (Siksika, Kainai, Piikani), the Tsuut’ina, the Îyâxe Nakoda Nations, the Métis Nation (Region 3), and all people who make their homes in the Treaty 7 region of Southern Alberta. Her journey as an educator started with teaching English and Swedish to people of all ages in Iran. Since then, she has found meaning in community and connecting people to the natural world, as she believes it is crucial for our wellbeing and the wellbeing of our beautiful planet Earth.

Her passion for the environment started in the woods in Sweden, where she grew up. Later in life, it led her to pursue a Bachelor's degree in Environmental Science, followed by a Master's degree doing research on modelling long-term ice sheet changes to understand the stability of Greenland Ice Sheet in a warmer world from the University of Calgary.

In her free time, she takes joy in doing yoga, skiing, swimming, and many other activities outdoors. She also paints, reads, and enjoys writing poetry.

Juwain grew up in a rural setting with the freedom and encouragement to play and explore outdoors. Juwain developed a deep connection to the land at an early age and has made a career out of connecting adults and children to nature. After obtaining a degree in International Development and Environmental Science from Trent University, Juwain began her journey in West Africa connecting communities to the land through education. Juwain then obtained her Bachelor of Education from Queen’s University. Juwain continued to help people nurture their relationship to the land, as a naturalist with the Ministry of Natural Resources, as a classroom teacher, and an outdoor education instructor.

Juwain is currently the Program Site Administrator for the Ottawa Carleton District School Board Outdoor Education Centres. Juwain oversees the development of inquiry-based, curriculum-linked, outdoor education programming for teachers and students in Ottawa area schools. Juwain supports the outdoor education centre staff, classroom teachers, and students daily, so they are comfortable using the outdoors as their classroom. When not in the forest at the outdoor education centres, Juwain can be found cycling, skiing, and gardening on her hobby farm east of Ottawa.

Jamie is a settler Canadian who arrived in this country with his family at the age of two, after being born in Bavaria, Germany. He now lives and explores with his family on Treaty 1 territory, in Winnipeg, Manitoba. His ties to both Germany and the Interlake region of Manitoba have instilled in him a fondness for all that is possible in the hinterlands.

The main focus of Jamie's work is connecting people with nature, with themselves and with each other, through nature. He is dedicated to helping develop creative opportunities for child led outdoor education and relationship building across cultures, hoping to contribute to the process of truth and reconciliation as people learn together on the Land.

He is excited to be part of this journey with the Child and Nature Alliance of Canada, as part of the facilitation team for practitioners course offerings in Manitoba!

Tanya grew up in both urban and rural spaces climbing trees, mucking about in Ontario ravines and exploring on wilderness trips with her older brother. A dog (and now 2 nature-loving children) often by her side, she seeks out adventure and connection with the land and has always let her heart lead the way. With a background in Kinesiology and Outdoor Education from McMaster University, Tanya has worked in the outdoors as a wilderness guide, adventure education facilitator, and spent 5 years at an independent school servicing vulnerable Toronto youth. A BEd from the University of Toronto took her on a new path to ensure nature connection was accessible to all, especially in the public-school system. Tanya has been working with an Ontario school board for over 13 years and loves to learn alongside others in, around and for the environment in both conventional and alternative settings. She has taught in all divisions including a term at one of the board’s Outdoor Education Centre where she led a Ministry Pilot focused on Environmental Inquiry. Drawn to inquiry, placed-based education, and the pedagogy of Forest School, Tanya champions collaborative, transformative, responsive environments that support student voice and belonging. Over the past five years, Tanya has focused on these passions to meet educators where they are in order to shift mindsets and inspire learning - outside. Tanya recently shifted to system leadership role and supports Environmental Literacy and Outdoor Learning K-12.

Rebecca’s love of the land started on a sprawling home farm with woods and water in Elora, Ontario. Passionate about passing on that love to others, Rebecca’s work with children and families is ultimately about connection - connecting to ourselves, to each other, and to the earth. Living in places like India, Indonesia, Benin, France, and Costa Rica has deepened her appreciation for the diverse natural world and for the immensity of all that we can learn from each other. Rebecca came to forest school through an interest in outdoor experiential education, and from teaching Kindergarten at a Waldorf-inspired primary school. She feels honoured now to run Kitchener Forest School, and partners with the City of Kitchener to dream up programs and facilitate learning with children ages 3-12, and with Kindergarten classes in local school boards. Each season brings new surprises, new wonders, new questions. Alongside the children and leaders in her groups, Rebecca digs into the ecological landscape through exploration, imaginative story, open-ended play, boisterous games, and quiet moments by the pond.

Tiiu is first generation Canadian, of British and Estonian descent. She is a mother and lives with her family in Southern Ontario, in the land of the Anishinaabe, Haudenosaunee and Huron-Wendat, in the land of the First Peoples of the Williams Treaty.

Tiiu is an educator and an artist. She currently works in the elementary public school system, and is committed to engaging students with the natural world on a daily basis. She also has over two decades experience writing and performing songs. She continues to create and share songs that support children and communities connecting to the land. You can find this work at www.landheartsong.com.

Tiiu is committed to developing knowledge and understanding of the culture and history of the Indigenous Peoples of this land, and of marginalized peoples she shares this land with. She believes all humans should have access and opportunity to develop a meaningful relationship with the land, and is committed to learning and advocating to make that change happen in her community and work.

I come from Peru, where I studied Geography and Environment. Eventually, my journey led me to Turtle Island, where I pursued a Master’s degree in Environment and Sustainability. Over the years, I have contributed my skills to various settings—non-profit organizations, conservation authorities, schools, and even the private sector. Each experience has shaped my perspective and enriched my journey.

As a child, I spent countless hours immersed in the vibrant jungles of Peru while visiting my grandparents. Those memories ignited a lifelong commitment to caring for the environment. Inspired by these experiences, I chose to pursue a career in environmental education. As an educator, I thrive on continuous learning and community building. Whether through books, engaging conversations, or hands-on experiences, I am devoted to fostering a profound connection to the Land. It is my way of honoring those childhood moments—the rustling leaves, the earthy scents, and the sense of wonder—that shaped my path.

When I am not immersed in my work, you will find me hiking through new parks, exploring forests, and connecting with the great outdoors. Nature fuels my adventurous spirit.

I actively engage in learning about Indigenous Peoples and Truth and Reconciliation. My commitment to Call to Action 57 reflects my dedication to fostering understanding and respect for the Land and Indigenous Knowledge.

Kwey psiw-əte wən. Hi everybody

Nil ntəliwis Justine Tremblay. Noceyaw Negootgook Naka ntowik Fredericton.
My name is Justine Tremblay,. From Tobique first nation and I live in Fredericton NB.

I am a daughter, sister, auntie as well as a forest school practitioner, language revitalizer and a facilitator for the Child and Nature Alliance of Canada.

I have my diploma in Early Childhood Education and completed the Wolastoqey Immersion program at STU in May 2021.

I am currently enrolled at the university of New Brunswick taking the Wabanaki bEd program!

I have a love for educating children, especially while using our mother earth as a teacher and guide. My dream is to have a full immersion K4-Grade 5 Land Based School when I've completed my bEd.

Wəliwən.

Kay Rasmussen is a mixed race woman of Mi'Kmaq, Acadian, and European descent. Kay lives in Wauzhushk Onigum unceded territory within Treaty Three, now known as Kenora, Ontario with her family. Kay holds a Masters of Education for Change in Sustainability and Environmental Education from Lakehead University. In addition, Kay is a Teacher, Registered Early Childhood Educator, Montessori Teacher, and Forest School Practitioner. Professionally, Kay is a post-secondary instructor of Early Childhood Education at Manidoo Baawaatig 7 Generations Education Institute, a community-based researcher focusing on ethical space, and the founder of Boreal Forest School. Kay is passionate about intercultural frameworks within early years education that work to centre and preserve Land as Indigenous.

Lesley is the Director of Corporate Services for Community Foundations of Canada (CFC). She has over 20 years of financial administration experience in the high-tech, manufacturing, and non-profit sectors.

During her time with CFC, she has been responsible for all financial reporting as well as overseeing HR, IT, and property management. She was also part of the incubation team that helped to create and run Rideau Hall Foundation over a four-year period.

Lesley lives in Stittsville with her husband and four children. She has seen first hand the importance of learning through play and getting outside to experience nature.

Ian is a Professor and the Canada Research Chair in Physical Activity and Obesity in the Kinesiology and Public Health departments at Queen’s University. His research focuses on the health benefits of being active and the social determinants of physical activity for children and youth. He has published more than 200 scientific papers in these topic areas. His recent work includes a focus on outdoor and risky play.

Ian enjoys thinking about and building the kinds of neighbourhood features that are important for childhood play. He even took on a project to revamp the play space at his children's school. He relishes opportunities to translate research into useful and practical knowledge products to effect societal change and we're grateful that he can help us with that.

Landry is a graduate student at the University of Ottawa and an aspiring Global Health scientist with a broad interest in maternal-perinatal health and the Developmental Origins of Health and Diseases (DOHaD). His current research thesis is focused on food insecurity and maternal-offspring health outcomes in a Canadian pregnant population. He holds a bilingual Honours Bachelor of Health Sciences with a focus in population and public health from the University of Ottawa.

At 10, his family fled from civil war in the D.R Congo to relocate to Uganda where he lived for 6 years before immigrating to Canada. Landry has found creative ways of getting engaged in organizations that may directly or indirectly impact the health outcomes of marginalized populations especially those affected by low socio-econimc status both in Canada and abroad. Landry sits on the Board of the Parkdale Food centre, an Ottawa based charity that builds healthier, more connected neighbourhoods through good food, innovative community partnerships, and by challenging inequalities in order to create lasting impacts.

In 2020, Landry founded the Kalembo Foundation, a federally registered not-for-profit organization that aims to improve the health and education of vulnerable individuals living in Central and East Africa. Throughout his involvements, Landry has witnessed how research impacts policy implementations and program delivery to the local community and joined CNAC in hope of taking part in high-level conversations impacting marginalized and vulnerable communities. Landry enjoys performing poetry, playing basketball and dancing salsa in his free time.