Lori Huston (she/her)

AECEO Guiding Committee on Truth and Reconciliation,. (2020). Walking Together In Reconciliation. Association of Early Childhood Educators Ontario (AECEO), eceLINK, 6-7.

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Archibald, J. (2019, Jan 14). My Dreams for Indigenous Education in Canada. The Tyee. Retrieved from https://thetyee.ca/Opinion/2019/01/14/Indigenous-Education-Dreams/

 

Backlund, R,. (2020). The Spiritual Meaning Of A New Moon Is Way Different Than A Full Moon, But You Can Still Harness Its Power.  Retrieved from https://www.elitedaily.com/p/the-spiritual-meaning-of-a-new-moon-is-way-different-than-a-full-moon-but-you-can-still-harness-its-power-8150577 

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Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. 

Prepared for the National Working Group on Education and the Minister of Indian Affairs Indian and Northern Affairs Canada (INAC), Ottawa.

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Battiste, M. (2013). Decolonizing Education: Nourishing the Learning Spirit. Vancouver, BC, Canada: Purich Publishing.

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Cajete, G. (2000). Native science: Natural laws of interdependence. Santa Fe, NM: Clear Light Publishers.

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Callaghan, K,. Hale, F,. Taylor-Leonhardi, M,. Lavallee, M,. (2018). Decolonizing and co-constructing contexts that welcome indigenous practices and knowledges in early childhood education. Association of Early Childhood Educators Ontario (AECEO) eceLINK, 17-26.

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Czyzewski, K., & University of Toronto. (2011). The truth and reconciliation commission of Canada: Insights into the goal of transformative education. International Indigenous Policy Journal, 2 (3), 4. doi:10.18584/iipj.20101.2.3.4

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Hodson, J. (2013). Research as medicine for the colonially wounded. In M. Berryman, S. SooHoo, & A. Nevin (Eds.), Culturally Responsive Methodologies (pp. 349–370). Emerald Publishing.

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Huston., L., Mason. B & Loon, R. (2020). Culturally Responsive Indigeneity of Relations: Embracing the Needs of First Nation Children Through the Voices of First Nation Early Childhood Educators. Journal of Childhood Studies vol. 45, no. 4, 2020, p. 68 - 81.

 

Lavallée, L. F. (2009). Practical Application of an Indigenous Research Framework and Two Qualitative Indigenous Research Methods: Sharing Circles and Anishnaabe Symbol-Based Reflection. International Journal of Qualitative Methods, 8 (1), 21-40.

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Ritchie, J., & Rau, C. (2010). Kia mau kit e wairuatanga: Countercolonial narratives of early childhood education in Aotearoa. In G. Cannella & L. Diaz Soto (Eds.), Childhoods: A handbook (pp. 355-373). New York, NY: Peter Lang.
 

Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples, second edition, London, UK: Zed Books Ltd. (Original work published 1999)

 

Styres, S. D. (2011). Land as first teacher: A philosophical journeying. Reflective Practice, 12(6), 717-731. 

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Styres, S. D. (2017). Pathways for remembering and recognizing Indigenous thought in education: Philosophies of iethi'nihstenha ohwentsia'kekha (land). University of Toronto Press.

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Viruru, R. (2014). Postcolonial perspectives on childhood and literacy. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 13-21). Thousand Oaks, CA: SAGE.

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Wagamese, R. (2016). Embers: one Ojiway’s meditations. Madeira Park BC, Canada:Douglas and McIntyre. 

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Wilson, A,. Laing, M. (2019). Queering Indigenous Education. In Smith, L. T., Tuck, E., & Yang, K. W. (Eds), Indigenous and decolonizing studies in education: Mapping the long view. (pp. 140- 142). New York, NY: Routledge.

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Zinga, D., & Styres, S. (2013). Coming Full Circle: Looking to Grandmother Moon.. Canadian Journal of Education. 36. 1-4. 

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