La Continuación / The Continuation



I woke before the light this morning. I did not wake with anxiety. My thoughts did not race toward demands that must be met. I was simply awake in the way an animal wakes: aware, present, responsive to some internal signal that sleep was complete and consciousness could return. I slept solidly last night.

Crack of Dawn

Photo Credit: January 13, 2026

The darkness held a particular quality at this hour. It was dense but not oppressive. The Sea of Cortez whispered rather than spoke, its sound intimate and close, as though sharing secrets only pre-dawn can hear. I lay there listening, tracking the gradual shift from deep black to grey to that moment just before sunrise, when the world begins to remember colour.

Fifth morning of unbroken sleep. Cinco mañanas.

I notice how differently I hold this information now than on Day Nine, when the pattern first established itself. Then it felt miraculous, fragile, something that might shatter if examined too closely. Now it feels ordinary. It is not boring-ordinary but natural-ordinary, the way breathing is ordinary: essential, life-sustaining, but no longer requiring constant amazement.

My system no longer scans for threats upon waking. It simply wakes, assesses the environment as safe through accumulated data points (consistent sounds, familiar light patterns, the absence of disruption), and allows consciousness to emerge without the defensive mobilization that characterized my mornings for months before arriving here. This is co-regulation with place. The sea, the light, and the flight patterns of pelicans are my companions in restoration. My nervous system orients to their constancy.

This is re-inhabitation. A return not to who I was, but to the deeper rhythms that survived beneath who I had to become. Learning has shifted from conscious recognition to embodied knowledge. From something I observe to something I am.

The light is beginning now.

A View From My Deck

Photo Credit: Amy Tucker, 2026

I can see it even with my eyes closed: the gradual brightening that comes before sunrise, the world remembering itself. I get up, pull on clothes, and walk to the balcony. The pelicans are already fishing, their morning routine as established as my own has become.

I watch one pelican dive. The complete commitment of it: wings folding, body dropping, the compact missile of intention entering water with barely a splash. Surfaces. Waits. The fish is visible in the throat pouch, and the backward tilt of the head sends it down. Then stillness. Complete stillness. The body rests on water while the system processes what it has caught. No hurry. The pelican does not immediately seek the next fish. It rests with what it has. Digests. Allows the body to complete one cycle before beginning another.


Esto también es una enseñanza. This too is a teaching.


The pelican dives because its body signals hunger, not because some schedule dictates it should fish at this hour. This is intrinsic motivation in its purest form: action arising from internal states rather than external pressures or rewards.

For twenty-five years, I lived according to externally imposed rhythms. What I was experiencing, I now understand, was chronic autonomy frustration, one of the three basic psychological needs Self-Determination Theory identifies as essential for well-being.

This kind of exhaustion is disproportionately borne by women. Especially those navigating midlife in systems that reward endless availability and punish embodied limits. What I am naming here is not just personal recovery. It is a reclamation of rhythm in a world that teaches women to ignore their own.
What Gabor Maté (2022) calls “the myth of normal” is unravelling. I no longer pathologize exhaustion or anxiety as personal flaws. I see them as natural responses to abnormal conditions, conditions I am now beginning to unlearn.

What is Normal?

Photo Credit: Amy Tucker, 2026

Twelve days ago, I arrived here not knowing if I could stay. I am here. The days unfold. The routine continues. And somewhere in the last twelve days, I stopped asking for permission and simply started living.

This is what Haraway (1988) means by situated knowledge: not abstract theorizing about what knowledge might be but the concrete recognition that I am in this body, in this place, at this moment, noticing what I notice. That observation matters.

Coming here, choosing this documentation, claiming this experience as scholarship: these are acts of resistance against that denial. I am saying my knowing matters. My observation counts. My embodied experience constitutes valid data.

The sunrise is happening now. The pattern provides structure. The variation provides life.

How do I document my own experience with enough rigour to make it a scholarship while remaining present enough to actually experience what I am documenting?

The theoretical scaffolding continues to build. But this morning, before the reading begins, I simply sit with what is here. Water. Birds. Light. Breath. The embodied reality that theory helps me understand but cannot replace.

And you, reading this—what has your morning taught you? What rhythms in your life have asked to be trusted, not questioned?

Coffee now. The smell of it. The warmth of the cup. The first sip that signals morning has arrived, you are awake, and the day is beginning.

I think about routine again. It has stopped feeling like a constraint and has become a container. The predictability allows spontaneity because I am not constantly calculating what comes next.

My body is learning to read time by sunrise, by the pelicans’ fishing patterns, by the quality of light at different hours. These serve as zeitgebers, helping my disrupted circadian system recalibrate to a more natural rhythm.

Now I know the difference. Freedom is not the absence of structure. Freedom is a structure you choose that holds you safely and that you can trust to continue even when you stop monitoring it.

Soon I will swim. What I am learning through swimming is what Csikszentmihalyi (1990) calls flow, though the flow I experience is quieter than what he typically describes.

Perhaps this is what alonetude looks like in motion. Not performance. Not accomplishment. Just being fully present with yourself in an activity that asks nothing beyond presence itself.

Rock Art

Photo Credit: Amy Tucker, 2o26

La luz me sostiene. The light holds me.

El mar me enseña. The sea teaches me.

Y mi cuerpo recuerda. And my body remembers.

Reference

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.

Haraway, D. J. (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

Maté, G., & Maté, D. (2022). The myth of normal: Trauma, illness, and healing in a toxic culture. Avery.

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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