Primary Investigator
This participatory design project seeks to think with Indigenous, Black, and Indigenous-Black young people and elders in designing land-based education experiences that attend to their desired relations to land. This is a doctoral research project in collboration with the Tkaronto CIRCLE lab led by Dr. Eve Tuck.
Co-Founder & Director
Finding Our Power Together is an Indigenous non-profit organization working to support Indigenous youth across Turtle Island to gain access to the resources they seek to achieve their self-determined goals. We work as an interdisciplinary team of Indigenous and allied individuals to develop and facilitate mental health and educational programming to foster positive self-identity and leadership capacities in Indigenous young people to end preventable death and suicide in Indigenous communities.
Co-Investigator
The Inclusive Early Childhood Service System (IECSS) project is a longitudinal study interviewing families once per year over a 6 year period starting prior to school entry up to grade 3. The study is informed by a social relational theory of disability that recognizes that disablement is the result of an interaction between individual characteristics (such as genetic and environmental factors), social experiences (such as poverty and racialization), and access to community social capital (such as early intervention services, childcare, and culturally safe supports).
PEER-REVIEWED JOURNAL ARTICLES
BOOK CHAPTERS
MANUSCRIPTS & ESSAYS
TEXTBOOK CONTRIBUTIONS
Ineese-Nash, N. (2019). Disability as a Cultural Construct in Allen, K. E., Cowdery, G. E., Paasche, C. L., Langford, R., Nolan, K., & Cipparrone, B. (2019). Inclusion in early childhood programs: Children with exceptionalities. Nelson Education. [in press].
REPORTS
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.
PANEL PRESENTATIONS
McKay, M., Ineese-Nash, N., Maloley, C., & Preston, S. (2018). Decolonizing the Classroom. Panel presentation for Positioning for Success in Academia Workshop Series, Faculty of Community Services, Ryerson University, January 25 2018.
Ineese-Nash, N., Greenwood, M., & Rowan, C. (2017). Indigenous Futurity and Decolonization in Early Childhood Education and Care. Panel presentation at the 25th Annual Reconceptualizing Early Childhood Education Conference, Toronto, ON, September 2017.
INVITED PRESENTATIONS
Underwood, K. & Ineese-Nash, N. (2018). Colonialism in Early Childhood Education, Care, and Intervention. Presentation for the 2018 Every Child Belongs Conference: Understanding Indigenous Culture Past, Present, and Future. Humber College, Toronto, ON, May 24 2018.
Underwood, K. & Ineese-Nash, N. (2017). A Conversation: Thinking about the role of midwives in the institutional construction of disabled childhoods. Presentation for School of Midwifery, Ryerson University, Toronto, ON, November 2017.
Ineese-Nash, N. (2017). Indigeneity and Disability: Experiences of Indigenous Families Navigating Early Childhood Disability Support Systems. Invited presentation at York University, Toronto, ON, March 2017.
District of Temiskaming Elders’ Council, Underwood, K., & Ineese-Nash, N. (2017). Indigenous Experiences of Disability and Support Systems for Children. Elder’s Gathering, Native Child and Family Services, Toronto, ON, February 2017.
CONFERENCE PRESENTATIONS
Ineese-Nash, N. (2019). Disability as a Colonial Construct: The Missing Discourse of Culture in Conceptualizations of Disabled Indigenous Peoples. Paper Presentation at CIARS Decolonizing Conference: Dialoguing and Living Well Together. Ontario Institute for Studies in Education, University of Toronto, November 8 2019.
Ineese-Nash, N. (2017). Mawaandoonan: Early Childhood Disability Support Systems in Constance Lake First Nation. Presentation at the 10th Annual Dalla Lana School of Public Health Student-Led Conference, University of Toronto, Toronto, ON, November 2017.
Ineese-Nash, N. (2017). Mawaandoonan: Early Childhood Disability Support Systems in Constance Lake First Nation. Presentation at Research Colloquium Series, School of Early Childhood Studies, Ryerson University, Toronto, ON, November 2017.
Thompson, A. & Ineese-Nash, N. (2017). An Institutional Ethnography of Early Childhood Education and Care in Ontario, Canada. Presentation at the Inclusive Education Summit, University of South Australia, Adelaide, Australia, October 2017.
Ineese-Nash, N. (2017). Indigeneity is Not a Disability: Reconceptualizing Discourses of Disabled Indigenous Children. Paper presentation at the 25th Annual Reconceptualizing Early Childhood Education Conference, Toronto, ON, September 2017.
Underwood, K., Ineese-Nash, N. & Hache, A. (2017). Embedding Indigenous perspectives in early childhood education, care, and intervention: A knowledge synthesis report. Paper presentation at Imagining Canada’s Future: SSHRC Knowledge Synthesis presentation, Ottawa, ON, September 2017.
Ineese-Nash, N. (2017). Mawaandoonan: Early Childhood Disability Support Systems in Constance Lake First Nation. Poster presentation at the 2017 Congress of the Humanities and Social Sciences, Ryerson University, Toronto, ON, May 2017.
Ineese-Nash, N. (2017). Mawaandoonan: Early Childhood Disability Support Systems in Constance Lake First Nation. Presentation at Grad Swap at the 2017 Congress of the Humanities and Social Sciences, Ryerson University, Toronto, ON, May 2017.
COMMUNITY FACILITATIONS
Together Design Lab. (2019). Nishnawbe Aski Nation Housing Strategy Community Consultation. Workshop facilitated at Nishnawbe Aski Nation Environment, Climate Change & Housing Symposium. Thunder Bay, ON. March 26 2019.
Ineese-Nash, N. (2018). Decolonization in practice: The role of ECEC in the reconciliation process. Workshop presentation for the annual Community Network of Childcare Programs (CNCP) conference. Toronto, ON, April 13 2018.
Sicks, T., Styles, J., & Ineese-Nash, N. (2018). A Conversation About Supporting Indigenous Youth and Emerging Artists in the City. M oderated discussion at Inkdigenous Tattoo Studio. Toronto, ON, July 23 2018.
CLASSROOM GUEST LECTURES
Ineese-Nash, N. (2019). Disability and Colonialism in a Canadian Context. Guest Lecture for ENG2277 Introduction to Disability Studies, Department of English, Ohio State University. March 19 2019.
Ineese-Nash, N. (2018). Disability as a Cultural Construct: Exploring Indigenous Conceptualizations of Disability, Gifts, and Community Inclusion. Guest Lecture for CLD 445 Inclusion and Consultation, School of Early Childhood Studies, Ryerson University, Toronto, ON, April 2018.
Ineese-Nash, N. (2018). Finding Our Power Together:Youth Empowerment and Wellness in Northern First Nation Communities in Canada. Guest Lecture for LSO 510 Indigenous Awareness, School of Early Childhood Education, Seneca College, Toronto, ON, March 21 2018. Video available at https://youtu.be/n5d-_57ViVM
Ineese-Nash, N. (2018). Indigeneity, Colonization, and Disability: Institutional Support systems for Disabled Indigenous Children in Constance Lake First Nation. Guest Lecture for LSO441 Disability: Re-Imagining Access and Inclusion, Seneca College, July 2018.
Ineese-Nash, N., & Stein, M. (2017). Policies Affecting Indigenous Children in Canada: Allyship and Change. Guest Lecture for CS 8931 Canadian Policies Affecting Children at Ryerson University, Toronto, ON, May 2017.