Prelude: What I Imagine

Image: Selfie


Photo Credit: Amy Tucker, 2026


I imagine thirty days by the sea, not as a vacation, and not as a retreat in the romantic sense, but as a deliberate period of research on myself.

Arriving Without an Agenda

I imagine arriving with a minimal agenda. No deadlines. No performance expectations. No pressure to produce anything tidy or impressive. Instead, I come with curiosity, a notebook, a camera, my body, and time. The sea becomes my research site. I become both the subject and the observer.

The Body as Research Site

Each day begins quietly. I wake early and watch the sunrise before the world feels busy. I let my nervous system wake up slowly. Some mornings I swim, letting the salt water do its steady work on my breath and muscles. Other mornings, I walk along the shoreline, noticing birds, light, and small changes in the tide. I am learning again how to pay attention without trying to control what I see.

“Scholarly personal narrative writing is the unabashed, up-front admission that your own life signifies.” Robert J. Nash (2004, p. 23)


Movement becomes part of the inquiry. Yoga to listen rather than push. Walking and biking without tracking distance or speed, and swimming not to train, but to settle. My body becomes a source of information instead of something I manage or override. I notice where tension softens. I see where grief still lives. I notice when joy appears without effort.

“Physical self-awareness is the first step in releasing the tyranny of the past.” Bessel van der Kolk (2014, p. 101)


Art weaves its way through the days. Some days I paint or draw. Some days I photograph birds lifting from the water or shadows stretching across the sand. Some days, the art is simply sitting and watching the sea change colour. This is art therapy without diagnosis, without fixing, without interpretation. It is creation as companionship.

Silence as Data

Writing happens when it wants to. Sometimes it comes as complete sentences. Sometimes as fragments. Sometimes not at all. I permit myself to rest when there are no words. I am practising trust, both in myself and in the process. I am learning that silence is also data.

“We do not live in reality itself. We live in stories about reality.”
Robert J. Nash (2004, p. 33)


I imagine evenings marked by sunsets and reflection. I review the day gently, asking what surfaced and what settled. I do not rush to make meaning. I let experiences sit, knowing they will braid together in their own time. The sea holds my questions without demanding answers.

What I imagine most clearly is this: that after thirty days, I will not return with conclusions. I will return with something quieter and more durable. A steadier body. Clearer boundaries. A renewed relationship with creativity. A more profound respect for slow, embodied ways of knowing.

What Remains

This is what I imagine research can look like when it is grounded in care, honours the body, and allows healing to be a legitimate form of inquiry.

“The only way to find a larger vision is to be somewhere in particular.” Donna Haraway (1988, p. 590)

Photo Credit: Tucker, 2025, Sidney, British Columbia

“Care of the soul requires craft, patience, and a willingness to allow life to unfold in its own time.” Thomas Moore (2005, p. 5)

And perhaps that, in itself, is the finding.

References (APA 7)

Bridges, W. (2004). Transitions: Making sense of life’s changes (2nd ed.). Da Capo Press.

Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066

Moore, T. (2005). Healing through the dark emotions: The wisdom of grief, fear, and despair. Gotham Books.

Nash, R. J. (2004). Liberating scholarly writing: The power of personal narrative. Teachers College Press.

Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. W. W. Norton & Company.

van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.

Author: amytucker

Weytk. I am Amy Tucker, an educator whose life has been shaped by questions of belonging, precarity, and the institutions that hold us or let us fall. I was the first person in my family to attend university. By the time I was twenty-five, I was a single mother of three, working at a donut shop, taking courses part-time when I could afford them, learning what it means to calculate whether you can afford both groceries and textbooks. Those years taught me things about resilience and systemic exclusion that no textbook could convey. They also taught me that the academy is simultaneously a site of possibility and a space where people like me were never quite expected to arrive. For twenty-five years, I have worked in education, including eighteen years at Thompson Rivers University on the unceded territory of the Tk'emlúps te Secwépemc within Secwépemcúl'ecw. Seventeen of those years have been as a contract faculty member, teaching organisational behaviour, business ethics, strategic leadership, teamwork, creativity and innovation, and human resources. I also serve as Prior Learning Assessment Advisor, guiding learners to recognise and document the knowledge they carry from lived experience. My pedagogy draws from trauma-informed education, Indigenous methodologies, and humanities theory, approaching each subject as a human question shaped by power, meaning, and the knowledge systems we choose to honour. I am currently completing my Doctor of Social Sciences at Royal Roads University, with defence expected in early Winter 2026. My dissertation, Through Our Eyes: A Photovoice Study of Belonging, Precarity, and Possibility with International Students in Higher Education, employs participatory visual methodology to document how international business students experience and theorise the gap between institutional inclusion rhetoric and lived belonging. The research integrates sociology, leadership, communication, ethics, and higher education studies, grounded in what I call asymmetrical precarity: a recognition that precarities can rhyme without being identical, enabling solidarity without appropriation. I serve as Chair of the Non-Regular Faculty Committee for the Federation of Post-Secondary Educators of BC, advocating for sessional and contract educators whose resilience too often subsidises institutional failures they never created. This work is inseparable from my scholarship: both are forms of witnessing, naming, and refusing to accept conditions that diminish human dignity. My research interests include academic precarity, equity and inclusion in post-secondary institutions, labour in higher education, community-based and participatory methodologies, trauma-informed pedagogy, AI ethics, and leadership in crisis. I seek an interdisciplinary postdoctoral position, doctoral fellowship, or qualitative research project to continue this work. Beyond academia, I am a monthly columnist for The Kamloops Chronicle and a regular book reviewer for The British Columbia Review. I represent Team Canada in age-group triathlon and am a long-distance open-water swimmer, finding in endurance sport the same lessons I find in scholarship: that meaningful work requires patience, that discomfort is often the pathway to transformation, and that we are capable of more than we imagine when we refuse to quit. I carry within me threads of French ancestry reaching back to Acadian territory, a distant Mi'kmaq connection I hold with curiosity and respect rather than claim, and an Austrian grandfather who crossed an ocean knowing that belonging must be made rather than assumed. These inheritances shape how I understand identity, territory, and the ethics of conducting research and teaching on Indigenous lands. I believe the classroom remains the most radical space of possibility in the academy. I believe research should serve transformation. And I believe that belonging, when it comes, is made rather than given. Kukwstsétsemc.

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