What happens when a small-town kid from the Northwest Territories follows curiosity instead of certainty?

In this episode of People Teaching People, I sit down with Morgan Jones, high school teacher, musician, global educator, and proud dad, to explore how teaching and learning through travel shaped his worldview and his classroom.

Morgan shares what it was like growing up in Fort Smith in the Northwest Territories, where community involvement opened doors to leadership, confidence, and opportunity. He reflects on how attending Pearson College, part of the United World College movement, transformed his sense of identity and introduced him to intercultural learning in a way that permanently shifted his path.

Morgan’s story is a reminder that education is not confined to classrooms. It lives in grocery stores in foreign cities. It lives in choir rehearsals. It lives in dorm conversations at two in the morning. It lives in risk, curiosity, and human connection.

If you’re a teacher, parent, student, or lifelong learner navigating a rapidly changing world, this episode will ground you in what matters most.

Listen in as we talk about:

01:00 Morgan’s story

03:20 Growing up in a small town

06:20 Finding purpose in service

08:00 A life changed at Pearson College

13:20 Learning across cultures

17:10 Being stretched as a learner

20:40 Finding a place to land

24:45 Choosing teaching over the stage

30:10 Teaching through music

31:40 Following curiosity in research

38:10 Teachers who see you

41:10 Pride in his daughter

45:40 There is always more to learn

48:13 Learning for a changing world

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Morgan reflects on how growing up in a small town in the Northwest Territories quietly shaped his openness to the world. With fewer people and fewer barriers to participation, he found himself saying yes to everything – sports teams, academic opportunities, conferences – not because he excelled at all of them, but because there was room to try, to belong, and to step into experiences that might not have been available in a bigger place. Alongside that openness to opportunity was a deep closeness to the land and the rhythms of nature: falling asleep to the sound of rapids, growing up with the Northern Lights as something ordinary and magical at the same time, and being held by a tight-knit community that looked out for its own. Even with the long winters and tough conditions, those early experiences planted a lasting sense of curiosity, appreciation, and gratitude for where he came from – a reminder that where we grow up can quietly expand how we learn to say yes to the world.

Morgan shares that one of the biggest surprises for him wasn’t a sport or an academic pursuit, but discovering how meaningful community involvement could feel. What started as a very practical, extrinsically motivated choice – taking on a leadership role to qualify for an award he wanted – quietly shifted into something deeper when he realized how much he enjoyed stepping up, organizing people, and doing something that helped others. Running events like the 30 Hour Famine showed him that leadership wasn’t just about recognition, but about creating moments where people could come together for a shared purpose, and that feeling stuck with him. That unexpected entry point opened doors to more opportunities over the years and helped shape the path he’s still walking today, a reminder that sometimes the things we step into for one reason end up revealing a part of ourselves we didn’t even know we were looking for.

“If I could inspire one student the way my teacher inspired me, my life would be a success.”

Morgan describes arriving at Pearson College, on Vancouver Island, without really knowing what he was walking into, drawn more by stories and curiosity than a clear plan for his future. What he found there reshaped how he saw the world and what felt possible. Learning alongside people from many cultures, and being invited to stay open to the unknown, changed how he understood himself. New experiences, especially music, revealed parts of him he didn’t know were there. Teachers noticed that potential and encouraged him to try, even when he wasn’t sure. Being seen in that way didn’t just change what he studied. It changed how he thinks about learning and teaching. That shift still shows up in how he works with students today, a reminder of how one place and a few people can quietly change the direction of a life.

Morgan shares how moving through different parts of Canada and eventually teaching overseas deepened his curiosity about people, culture, and differences in ways that staying in one place never could have. Being surrounded by diverse perspectives at Pearson left him wanting more of that richness, and teaching abroad gave him a chance to step fully into unfamiliar worlds. He talks about choosing to lean into local culture rather than staying on the edges of it – learning the language, wandering grocery stores, trying unfamiliar food, and letting small missteps become stories instead of reasons to retreat. That openness helped him feel at home in places that were once completely foreign and shaped how he approaches new communities with humility and interest. Those experiences taught him that belonging grows when we show up curious and willing to learn.

Morgan shares that teaching at United World College in Eswatini, South Africa was the place that stretched him most as a learner, in ways he didn’t fully expect. Living in a country where he was both a visible minority and carried unearned privilege forced him to sit with discomfort and question assumptions he hadn’t had to face before. Life on campus meant teaching didn’t end when classes did. It continued in dorms, late-night conversations, and moments of care for young students far from home, some carrying heavy family realities and long separations. The pace was intense and the emotional weight was real, but so was the sense of purpose, connection, and awe at the resilience of students who chose to stay and learn, even when it was hard. That experience reshaped how he understands responsibility, privilege, and what it really means to show up for others across differences.

Morgan shares that coming back to Canada after years overseas came with a big question about where to build a life next. After returning to Nanaimo and retraining as a teacher, he and his family made a very deliberate choice to explore small towns across southern B.C., looking for a place that felt right for their season of life. Creston stood out for its natural beauty, its pace, and the chance to be closer to aging parents, making the move feel grounded in both heart and practicality. Taking a temporary teaching role during the uncertainty of COVID meant risk, long stretches of being apart from his family, and a lot of stress, but it also opened the door to belonging in a new community. What began as a short-term step became a place to put down roots, grow into new teaching opportunities, and find a sense of fit in a town that quietly made space for him to spread his wings.

Morgan traces his move toward teaching and academia back to a few pivotal moments that helped him see what kind of life he wanted to build. One came from an honest, uncomfortable conversation with a professional singer that forced him to reflect on what he was truly willing to sacrifice for a performing career, and what kind of stability he wanted as his personal life took shape. Another came through being inspired by a professor who showed him that scholarship and performance didn’t have to be separate worlds, and that learning could be shared in ways that brought people into the story behind the music. With teachers woven throughout his life, both at home and in his own schooling, he began to see teaching as a meaningful profession where performance, storytelling, and care for learners could live side by side. That blend offered a way to stay close to music while choosing a path rooted in connection, purpose, and showing up for others in a more sustainable way.

Morgan shares that music is never far from his teaching, even when he’s in a social studies classroom. Because he studied music and history together, he naturally looks for the stories, movements, and cultural moments inside songs and artists. He invites students to see how music reflects what’s happening in the world, from protest movements to migration and social change. In his contemporary music class, those connections come alive through pop music and the stories behind it. Taking the risk of bringing in music he personally loves, like a full Billy Joel album, opened up surprising moments of curiosity and connection for his students. When learners start to see history and culture through sound and story, the content begins to feel closer, more human, and more real.

Morgan traces his PhD journey back to a moment when the path he thought he was on stopped making sense. Struggling in a traditional academic lane and close to walking away, he took a chance on studying something he genuinely loved. Choosing to research Billy Joel opened a door at a time when pop music scholarship was still finding its footing. With the support of a professor who believed in the work, he found renewed energy in digging deeply into music, culture, and meaning. The work was slow and often tedious, even when it looked fun from the outside, but it reconnected him to why he wanted to learn in the first place. Sometimes the work that sustains us is the work that begins with following what lights us up.

Morgan reflects on how, at every stage of his life, there were teachers who quietly shaped who he became, from early classroom moments that built confidence to high school educators who were years ahead of their time in how they honoured different ways of showing learning. He speaks with particular warmth about a university professor who noticed his curiosity, invited him into deeper conversations, and gently nudged him toward a path he hadn’t planned, helping him discover a love for music and history that would change the direction of his studies. What stands out most isn’t just what these teachers taught, but how closely they paid attention to their students, noticing interests, strengths, and small moments that made learning feel personal. Being seen in that way didn’t just influence his academic choices, it showed him what kind of teacher he wanted to become for others.

When Morgan looks back on his journey, what rises to the surface isn’t a title, a place, or an accomplishment, but his daughter. He speaks about watching her take shared interests and run with them in ways that go beyond what he ever did, creating, building, and imagining with a kind of fearless creativity that amazes him. Growing up overseas, living through constant change, and navigating the disruptions of COVID asked a lot of her at a young age, yet she’s met those moments with resilience and a deep sense of curiosity about the world. Seeing her turn everyday scraps into elaborate creations and lean fully into what excites her has become a daily reminder of why we try to create spaces where young people can grow into more than we ever were.

Morgan shares that even after years of study and teaching, there’s still a long list of things he wants to learn for himself. He talks about wanting to finally learn an instrument, beyond voice and piano, remembering how he once stayed just a step ahead of his students by teaching himself woodwinds when he was unexpectedly hired to teach band. He’s also drawn to learning another language, reflecting on how meaningful it was to learn enough Russian to get by while living in Ukraine, even knowing how hard that kind of learning can be. Lately, the pull to write has been growing too, sparked by turning fifty and thinking about the value of leaving stories behind, not for an audience, but for family and for himself. The thread running through it all is a quiet commitment to staying open to learning, even when time is scarce and life is full.

Morgan reflects on how teaching right now means sitting with uncertainty alongside young people who are trying to make sense of a world that feels unpredictable and fast-changing. He talks about the tension of wanting to be honest with students while also remembering their age and the many roles teachers hold in their lives, from guide to caregiver to steady presence. What has helped him most in navigating those moments is the perspective he gained through travel and learning from people whose lives and stories look different from his own. Taking time to listen, to learn how others live, to share meals, music, and everyday moments has shaped how he shows up with empathy and care in the classroom. Staying open to people and willing to know them across differences becomes a way of nurturing compassion, especially when answers are hard to come by.

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Today’s episode is produced by VOLT Productions, a full-service podcast production agency helping creators and entrepreneurs launch, grow and monetize their shows. You can learn more about the agency’s founder Simona, their work and their team by going to www.voltproductions.co.