In this article I explore the pedagogical intersections between self-reflexive methods of arts-based learning and practice through a series of my new works titled The Birch Bark Eaters. Using visual and mixed-media art, these works trace dialogical links between one's ancestry and identity, heritage and land. In this article I ask how the practice of art and the exploration of traumatic historical events framed in pedagogical discourse and biographic narrative can be constructive in developing a method for inter­rogating ethics.