Areas of interest

Dr. Kelly's areas of teaching focus are: Indigenous Education, Art Education, Ecological Education, Contemplative Education, and Health Education; more specifically: Indigenous knowledges, literacies, and cultures; Indigenous pedagogies; aesthetic and Indigenous ways of knowing; Indigenous research methodologies and Indigenous ethics; holistic learning as well as integrative art practices and art therapy; spirituality and contemplative inquiry; Indigenous arts-based methodologies; teacher education and teacher inquiry.

Her current research is in: Reciprocal Recognition of Indigenous Epistemologies, Ethics, Knowledge Practices and Pedagogies; Trans-systemic Education for Reconciliation and Healing; Art as an Indigenous Knowledge Practice and as a site for activism; Indigeneity and Indigenous Resurgence Revitalization; Incorporating Indigenous wholistic learning models and transformative pedagogical pathways in Indigenous learning for Aboriginal and non-aboriginal learners; Two-Eyed Seeing and Many-Eyed Seeing approaches to teacher education and curriculum development; integration of Indigenous knowledge practices and pedagogies in ecological education and health education; the role of the arts in human development; Métissage as inquiry and curriculum; place-based performance and art as inquiry.

She is interested in the following research methodologies: Indigenous methodologies, hermeneutic inquiry, arts-based research, poetic and performative inquiry, narrative portraiture, Métissage and autobiographical inquiry, as well as teacher/practioner inquiry. In other word practice as a site of inquiry within Indigenous pedagogies, Indigenous knowledge practices, integrative arts practice, holistic and transformative learning, Indigenous inquiry, Métissage, autobiographical life writing, hermeneutic inquiry, land based ecological practice, spirituality and contemplative learning.