Boozhoo. Songe Wabigwanikwe niindizhinikaaz, mukwa nindodem, Mamawmattawa nindonjiba. I am Nicole, an Anishinaabe (Oji-Cree) scholar and educator whose work focuses on Indigenous experiences of social systems, understandings of land-knowledge, and community-based research. I completed a Bachelor of Arts degree in Early Childhood Studies with a minor in psychology from Toronto Metropolitan University before continuing graduate studies in Early Childhood Studies. I am currently a doctoral student at OISE in the Social Justice Education program, specializing in Indigenous health.
I am currently working as an assistant professor cross-appointed between Early Childhood Studies and Child and Youth Care. My work centers Indigenous youth, families, and communities and seeks to support self-determination and Indigenous resurgence. I am particularly interested in supporting Indigenous youth to connect with their ancestry, land, and cultures. I am the director and founder of Finding Our Power Together, an Indigenous-led non-profit organization supporting youth in realizing their own goals.
- Indigenous Approaches to Child and Youth Care
- Indigenous Early Learning
- Policy in ECS
- CYC Practice in Developmental Services
- Indigenous research methods
- Land-based pedagogies
- Indigenous studies
- Indigenous children & youth
- Land ontologies
- Social justice education
- Finding Our Power Together
- Nigaani Aski (Leading with Land)
- Ineese-Nash, N. (2020). Mino-Bimaadiziwin Wiidookodaadiwag (Helping each other through the good life): Implications for research and practice with Indigenous communities. In K. Gharabaghi & G. Charles (Eds.), Child and youth care across sectors: Canadian perspective (Vol. 2., pp. 24-38). Candian Scholars Press.
- Ineese-Nash, N. (2020). Finding our power together: Working with Indigenous youth and children during COVID-19. Child & Youth Services, 41(3), 274-276. https://doi.org/10.1080/0145935x.2020.1835161, opens in new window
- Ineese-Nash, N. (2019). Is resistance enough? Reflections of identity, politics, and relations in the “in-between” spaces of Indigeneity and settlerhood. AlterNative: An International Journal of Indigenous Peoples, 16(1), 10-17. https://doi.org/10.1177/1177180119878239, opens in new window
- Ineese-Nash, N. (2020). Disability as a colonial construct: The missing discourse of culture in conceptualizations of disabled Indigenous children. Canadian Journal of Disability Studies, 9(3), 28-51. https://doi.org/10.15353/cjds.v9i3.645, opens in new window
- Underwood, K., Ineese-Nash, N., & Hache, A. (2019). Colonialism in early education, care, and intervention: A knowledge synthesis. Journal of childhood Studies, 44(4), 21-35. https://doi.org/10.18357/jcs444201919209, external link, opens in new window
- Ineese-Nash, N., Bomberry, Y., Underwood, K., & Hache, A. (2017). Raising a child within early childhood dis-ability support systems Shakonehya:ra's ne shakoyen'okon:'a G’chi-gshkewesiwad binoonhyag ᑲᒥᓂᑯᓯᒼ ᑭᑫᑕᓱᐧᐃᓇ ᐊᐧᐊᔕᔥ ᑲᒥᓂᑯᓯᒼ ᑲᐧᐃᔕᑭᑫᑕᑲ: Ga-Miinigoowozid Gikendaagoosowin Awaazigish, Ga-Miinigoowozid Ga-Izhichigetan. Indigenous Policy Journal, 28(3).
- Ineese-Nash, N. (2018). Gizhaawaso: Culture as a protective factor for Indigenous children with disabilities. eceLINK Peer Reviewed Collection, 2(1).
- Board of Governors Leadership Award and Medal, 2017
- Gold Medal, Faculty of Community Services, 2017