Ineese-Nash, N., & Wilcox, K. (2026). Sovereign Desires: Disability, Land, and Indigenous Bodies as Sites for Justice. Wicazo Sa Review 41(1), 1-19. https://dx.doi.org/10.1353/wic.2026.a992704.
Ineese-Nash, N. (2025). Relational Practice as Resistance: Indigenous Relational Ethics as Anti-Oppressive Practice in Child and Youth Care. Anti-Oppressive Child and Youth Care: Critical Conversations, 55.
Ineese-Nash, N., & Rizzari, K. (2025). The Right to Be Well: Mapping mental health service gaps for urban indigenous youth. Canadian Journal of Children's Rights/Revue canadienne des droits des enfants, 12(1), 105-124.
Park, J., Wilcox, K., & Ineese-Nash, N. (2023). A World Fit for the Next Seven Generations: Upholding Indigenous Rights for the Foundation of a Sustainable Future. Canadian Journal of Children's Rights/Revue canadienne des droits des enfants, 10(2), 5-29.
Ineese-Nash, N., Stein, M., & Patel, K. (2022). A Braided Approach to Supporting Indigenous Youth Mental Health. International Journal of Indigenous Peoples Health.
Ineese-Nash, N. (2021). Ontologies of Welcoming: Anishinaabe Narratives of Relationality and
Practices for Educators. Bank St. Occasional Paper Series, 2021(45), 4.
Ineese-Nash, N. (2020). Finding Our Power Together: Working with Indigenous Youth and Children During COVID-19. Special Issue, Journal of Child and Youth Services: What Comes Next? Life After Covid-19.
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. https://doi.org/10.1177/117718011987823
Ineese-Nash, N. (2019). Disability as a Colonial Construct: The Missing Discourse of Culture in Conceptualizations of Disabled Indigenous Peoples. Canadian Journal of Disability Studies.
Underwood, K., Ineese-Nash, N., & Haché, A. (2019). Colonialism in Early Education, Care, and Intervention: A Knowledge Synthesis. Journal of Childhood Studies, 21-35.
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). Spring, 2018.
Ineese-Nash, N., & Wilcox, K. (2026). The Temporalities of Indigenous Childhoods: Timelessness and Worldmaking in Indigenous Contexts. In Children, Young People and the Future (pp. 47-62). Routledge.
Ineese-Nash, N. (2025). Relational Practice as Resistance: Indigenous Relational Ethics as Anti-Oppressive Practice in Child and Youth Care. Anti-Oppressive Child and Youth Care: Critical Conversations, 55.
Ineese-Nash, N., & Wilcox, K. (2025). Queer Indigenous Theories of Childhood: Intersections of Race, Colonialism and Gender. The Bloomsbury Handbook of Gender and Sexuality in Early Childhood, 75.
Ineese-Nash, N., Underwood, K., Hache, A., & Douglas, P. (2024). The Commodification of Care: Precarious Custodial Relationships, Disability, and Settler-Colonialism. In Disability and the Changing Contexts of Family and Personal Relationships (pp. 61-79). Emerald Publishing Limited.
Ineese-Nash, N. (2023) Inclusion in the Context of Settler-Colonialism. In Landford, R., Cipparrone, B., Pighini, M., Ineese-Nash, N., Allen, K., & Cowdery, G., (2023). Inclusion in Early Childhood Programs. Cengage.
Ineese-Nash, N. (2020). Mino-Bimaadiziwin Wiidookodaadiwag (Helping Each Other Through the Good Life): Implications for Research and Practice with Indigenous Communities. Child and Youth Care across Sectors, Volume 2. Candian Scholars Press.
Ineese-Nash, N. (2025). Land Back (to the Future): Indigenous and Black Youth Designing for Future Relations to Land (Doctoral dissertation, University of Toronto (Canada)).
Parekh, G., Allen, A., Parekh, G., Underwood, K., Allen, A., Ineese-Nash, N., ... & Gordon, A. (2024). Equitable Access and Effective Support for Students. York University.
Ineese-Nash, N. (2023). Indigenous Early Childhood Education: A Review of the Field. Research report prepared for Nishnawbe Aski Nation.
Ineese-Nash, N. (2019). Supporting Youth to Thrive: Taking IT Global and Connected North Future Pathways Youth Summit Summative Report.
Underwood, K., Ineese-Nash, N. & Hache, A. (2017). Embedding Indigenous perspectives in early childhood education, care, and intervention: A knowledge synthesis report.
Herskovits, J., Ineese-Nash, N. & Finlay, J. (2018). Nibinamik Wellness Index Community Report.
Ineese-Nash, N. (2017). Mawaandoonan: Early Childhood Disability Support Systems in Constance Lake First Nation. Unpublished Manuscript, School of Early Childhood Studies, Toronto Metropolitan University, Toronto, Ontario, Canada.