Justin-Ames Gamache – Scholar-Practitioner of Education, Identity, and Mindfulness

My academic and professional journey has been shaped by a deep commitment to learning, leadership, and transformation. As a doctoral candidate in Educational Technology at the University of Phoenix, I am driven by the belief that education is not merely a means to transmit knowledge but a powerful, humanizing process capable of awakening personal agency, resilience, and purpose. My research centers on the intersection of identity, culture, and belonging through an autoethnographic lens, where I draw from personal lived experiences to illuminate broader patterns in education, mental health, and social inclusion.

Over the past two decades, I have cultivated a diverse background that spans the fields of education, psychology, music, and leadership. I earned my Bachelor of Science in Interdisciplinary Studies from Liberty University and went on to complete a Master of Education, followed by a Master of Science in Psychology with Distinction. These academic pursuits reflect not only a dedication to scholarship but also an enduring desire to understand the human condition, particularly in relation to learning, wellness, and personal growth.

Currently, I am completing my Doctor of Education (Ed.D.) with a specialization in Educational Technology. My dissertation, titled “Reflections of Me: An Autoethnographic Journey into Identity, Culture, and Belonging,” explores how educational experiences and cultural contexts shape one’s sense of self and place in the world. Rooted in qualitative methodology, specifically autoethnography and heuristic inquiry, this research aims to offer an introspective yet scholarly account of how identity is constructed, negotiated, and expressed in educational and social spaces. It is through this personal yet rigorous lens that I seek to contribute meaningfully to conversations around inclusivity, access, and the emotional dimensions of learning.

I have also devoted considerable attention to the mental health challenges facing students today, particularly in the community college setting. My earlier dissertation focus explored the lived experiences of students who practice mindfulness as a way to manage academic stress and foster emotional resilience. This work was guided by narrative inquiry and framed by mindfulness theory and stress and coping theory. Although my dissertation focus evolved into a more introspective and cultural study, the values of self-awareness, presence, and emotional wellbeing continue to inform my academic and professional ethos.

Leadership has played a pivotal role in my development as a scholar and educator. I am a proud inductee of The National Society of Leadership and Success (NSLS) at the University of Phoenix, where I have earned three levels of leadership certification: Induction (2022), Advanced Leadership Certification, and Executive Leadership Certification (both 2025). These credentials reflect my ongoing commitment to ethical leadership, goal setting, and values-based decision-making. NSLS has equipped me with not only professional tools but also the courage to lead with authenticity and to inspire others to find their voice.

Professionally, I have five years of teaching experience in instrumental and vocal music at a private school in the northeastern United States. During this time, I integrated technology into performance-based learning, once leading students through a creative project where they composed and sang their own ringtones. This kind of innovative pedagogy --- combining digital tools, self-expression, and collaborative learning --- reflects the educational values I continue to champion in my research and practice. Music remains a foundational part of my identity, and I often find parallels between musical composition and the narrative construction of educational stories.

My educational philosophy is grounded in humanistic and constructivist perspectives. I view students as whole persons --- embodied, emotional, and culturally situated --- and I believe that education must account for the full range of human experience. As such, my research and teaching emphasize reflection, identity development, and the role of narrative in meaning-making. These commitments are especially visible in my methodological alignment with autoethnography and heuristic inquiry, where the self becomes a site of scholarly exploration, and personal experience becomes data for cultural critique and transformation.

Throughout my doctoral work, I have remained deeply aligned with the values and guidance set forth in the CDS Dissertation Guide and Alignment Handbook at the University of Phoenix. This has included a rigorous adherence to qualitative research standards, attention to ethical considerations, and consistent consultation with my dissertation chair. My writing process is marked by iterative reflection, thematic synthesis, and an intentional grounding in temporality, sociality, and spatiality --- key narrative dimensions outlined by Clandinin and Connelly. These dimensions have helped me explore not only what happened in my educational and personal journey, but also when, why, where, and with whom.

As a scholar-practitioner, I am also preparing to contribute to public scholarship, policy advocacy, and higher education reform. I believe that the stories we tell --- especially those that have been historically marginalized --- have the power to reshape institutions and renew our collective sense of possibility. My ultimate goal is to contribute research that is both personally resonant and publicly relevant. Whether through teaching, writing, or presenting, I am committed to bridging the gap between personal narrative and institutional change.

Beyond academics, I approach life with an ethic of resilience, integrity, and quiet determination. I have overcome challenges ---both personal and systemic --- that have shaped my scholarly identity and deepened my sense of empathy. These experiences motivate my passion for student support, mental health advocacy, and the democratization of higher education.

Looking forward, I intend to continue publishing on topics related to identity formation, mindfulness in education, and culturally responsive pedagogy. I am also exploring collaborations that bridge qualitative inquiry with digital storytelling, narrative therapy, and educational technology. Platforms like ResearchGate provide a meaningful space for interdisciplinary exchange, and I am eager to contribute to a scholarly community that values lived experience as a legitimate and powerful form of knowledge.

In sum, my work is about voice --- finding it, honoring it, and using it to empower others. Whether in the classroom, in research, or in leadership spaces, I remain committed to helping individuals and communities tell their stories, build their futures, and create spaces where all learners can thrive.