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Under Review


Simms, C.; Keller-Olaman, S.; Smylie, J.; Mashford-Pringle, A. (under review) Land acknowledgement wise practices: A scoping review to inform public health. Submitted to Canadian Journal of Public Health.

Maddox, R.; Monchalin, R.; Firestone, M.; Ziegler, C.; Morton-Ninomiya, M.; Mashford-Pringle, A.; Smylie, J. (under revision). Reviewing Health Service and Program Evaluations in Indigenous Contexts: A Systemic Review. Submitted to American Journal of Evaluation.

Mashford-Pringle, A.; Scott-Kay, B. (under review). Aboriginal Languages in Canada are not Forgotten. Journal of Language and Education Policy.



Hiscock, E. C., Stutz, S., Mashford-Pringle, A., Tan, S., Scott, B., Oblin-Moses, L., & Skura, C. (2022). An environmental scan of Indigenous Patient Navigator programs in Ontario. Healthcare Management Forum.


Webb, D. & Mashford-Pringle, A. (2022). Incorporating Indigenous Content Into K-12 Curriculum: Supports for Teachers in Provincial and Territorial Policy and Post-Secondary Education Spaces. Canadian Journal of Educational Administration and Policy, Vol. 198, 55-73.


Jull, J.; King, A.; Mashford-Pringle, A.; Desnomie, C.; Manitowabi, D.; Walker, J.; Brant, L.; King, M.; Morton Ninomiya, M.; Gordon, M.; Ferrazzi, P. (2021). Indigenous community partnerships can help address health inequities. The Conversation, March 16, 2021.


Braitstein, P.; Haldane, V.; Mashford-Pringle, A.; Shan, Y.; Toccalino, D. (2021). Sustainability and Affordable Housing: Harnessing the Potential of the Sustainable Development Agenda. School of Cities, University of Toronto.

Wali, Sahr; Superina, Stefan; Mashford-Pringle, A.; Ross, Heather; Cafazzo, Joseph. (2021). What Do You Mean by Engagement? Evaluating the Use of Community Engagement in the Design and Implementation of Chronic Disease-Based Interventions for Indigenous Populations – Scoping Review. International Journal for Equity in Health, Vol. 20.


Galloway, T.; Butsang, T.; Bowra, A.; Mashford-Pringle, A. (2020). Academic Life in COVID-19: The Great Pause.  International Review of Education – Special Issue on Education in the Age of COVID-19.


Mashford-Pringle, A.; Bowra, A.; (in press). More than a Structure: Exploring the Relationship between Indigenous Homemaking Practices and Wholistic Wellbeing. Health and Place.


Poland, Blake; Mashford-Pringle, Angela; Bowra, Andrea. (2020). Many lenses for planetary health: seeding citizen engagement for sustainable futures visioning with new ways of seeing. Canadian Journal of Public Health, Special Section on Moving on IPCC, November 2020.


Bowra, Andrea; Mashford-Pringle, Angela; Poland, Blake. (2020). Indigenous learning on Turtle Island: A review of the literature on land-based learning. Canadian Geographer. DOI: 10.1111/cag.12659


Mashford-Pringle, Angela; Pavagadhi, Kira. (2020). Using OCAP and IQ as Frameworks to Address A History of Trauma in Indigenous Health Research. AMA Journal of Ethics, Vol 22 (10): E868-873. DOI 10.1001/amajethics.2020.868


Bowra, Andrea; Howard, Lisa; Mashford-Pringle, Angela; Di Ruggiero, Erica. (2020). Indigenous Cultural Safety Training in Health, Education, and Social Service Work. Social Science Protocols, Vol. 3.


Butsang, Tenzin; Matheson, Flora; Flores, Jerry; Mashford-Pringle, Angela. (2020). Kijibashik: Turn It Around. University of Toronto Journal of Public Health, Vol. 1, 1.



Rand, Michelle; Sheppard, Amanda J.; Jamal, Sehar; Kewayosh, Alethea; Mashford-Pringle, Angela. (2019). Evaluation of the Indigenous Relationship and Cultural Safety Courses among a sample of Indigenous Services Canada nurses. Int’l Journal of Indigenous Health, Vol. 14 (1), pp. 29-41. DOI: 10.32799/ijih.v14i1.31967

Mashford-Pringle, A.; Stewart, S. (2019). Akiikaa (it is the land): exploring land-based experiences with University Students in Ontario. Global Health Promotion, Vol. 26, Issue 3_suppl, pp. 64-72, DOI 10.1177/1757975919828722.

Stewart, S.; Mashford-Pringle, A. (2019). Editorial: Moving Systems to Cultural Safety. Int’l Journal of Indigenous Health Vol. 14(1), DOI:

Mashford-Pringle, A.; Ring, I.; Al-Yaman, F.; Walden, J.; Chino, M. (2019). Rethinking health services measurement for Indigenous populations. Statistical Journal of the IAOS, Vol.35(1). pp. 139-146. DOI: 10.3233/SJI-180465

Madden, Richard; Coleman, Clare; Mashford-Pringle, Angela; Connolly, Michele. (2019). Indigenous identification: Past, present and a possible future. Statistical Journal of the IAOS, Vol. 35(1), pp. 23-27. DOI: 10.3233/SJI-180467

The First Nations Information Governance Centre. (2019). First Nations data sovereignty in Canada. Statistical Journal of the IAOS, Vol. 35(1), pp. 47-69. DOI: 10.3233/SJI-180478. *acknowledged as a member of the team*


Stewart, S.; Mashford-Pringle, A. (2018). Editorial: Welcome to the First Edition from Waakebiness-Bryce Institute for Indigenous Health. Int’l Journal of Indigenous Health, Vol. 13(1).

Shapiro, G.; Sheppard, A.; Bushnik, T.; Kramer, M.; Mashford-Pringle, A.; Kaufman, J.; Yang, S. (2018). Adverse birth outcomes and infant mortality according to registered First Nations status and First Nations community residence across Canada. Canadian Journal of Public Health, Vol 109(5-6), pp. 692-699. DOI: 10.17269/s41997-018-0134-6


Mashford-Pringle, A. (2016). Is There Self-Determination in Canada’s First Nations Communities? Journal of Northern Studies, Vol. 2(1), pp. 107-122.

Mashford-Pringle, A. (2016). Aboriginal Health and Aboriginal Education are Interconnected. Research in the Sociology of Health Care, Vol. 34, pp. 85-96.


Mashford-Pringle, A. (2015). Indigenous Peoples and Biculturedness. Canadian Journal of Native Studies, Vol. 35, No. 2, pp. 137-152.

Thurston, J.; Mashford-Pringle, A. (2015). Nursing and Indigenous Education Integration.  Journal of Nursing and Education Practice, Vol. 5, No. 10;


Nardozi, A.; Mashford-Pringle, A. (2014). Teacher Candidates Learning about Aboriginal Education Perspectives in Ontario. First Nations Perspectives Journal, Vol. 6(1), pp. 52-66.

2013 and earlier

Restoule, J.P., Mashford-Pringle, A., Chacaby, M., Smillie, C., Brunette, C., & Russel, G. (2013). Supporting successful transitions to post-secondary education for indigenous: Lessons from an institutional ethnography in Ontario Canada. International Indigenous Policy Journal, Vol. 4(4), # 4; doi: 10.18584/iipj2013.4.4.4

Mashford-Pringle, A.; Nardozi, A. (2013). Aboriginal Knowledge Infusion in Initial Teacher Education at the Ontario Institute for Studies in Education at the University of Toronto. International Indigenous Policy Journal, Vol. 4(4), # 3; doi: 10.18584/iipj2013.4.4.3

Mashford-Pringle, A. (2012). Early Learning for Aboriginal Children: Exploring the Aboriginal Head Start Urban and Northern Communities Program in Ontario.  First Peoples Child & Family Review Journal, Vol. 7(1), pp. 127-140.

Mashford-Pringle, A. (2012). My Decolonizing Journey: An Urban Aboriginal Woman’s Thoughts.  Honouring Indigenous Women: Hearts of Nations – Vol 2.

Mashford-Pringle, A. (2011). How’d We Get Here from There? Indigenous Health Policy in Canada and the United States.  Pimatisiwin: Journal of Indigenous and Aboriginal Health, Vol 9(1). July 2011.

Mashford-Pringle, A. (2009).  Bi-cultured Effects on Indigenous Mental Health.  Canadian Native Social Work Journal Online, Vol. 1, June 2009


Hathaway, M.; Poland, B.; Mashford-Pringle, A. (in press). Reframing Global Health Ethics Using Ecological, Indigenous, and Regenerative Lenses. In Solomon Benetar & D. Brock (Eds.) Global Health. Expected release 2020.


Mashford-Pringle, A. (2018). Aboriginal Children in Toronto – Working Together to Improve Services. In D. McGregor, JP. Restoule, R. Johnson (Eds.). Indigenous Research: Theories, Practices, and Relationships. Canadian Scholars Press.


Mashford-Pringle, A. (2017). Changing Aboriginal Early Childhood Care in Canada. In Langford, R.; Prentice, S.; Albaneze, P. (Eds.). Caring for children: Social movements and public policy in Canada. Vancouver, BC: UBC Press.

Restoule, JP; Wolfson, E; Brunette, C; Smillie, C; Mashford-Pringle, A; Chacaby, M; Russel, G. (2014). Supporting Aboriginal Learners in Post-Secondary Education Institutions in Ontario.  In Wane, N.; Adyanga, F.; Ilmi, A. (Eds.) Spiritual Discourse in the Academy: A Globalized Indigenous Perspective, pp. 55-62. New York, NY: Peter Lang International Academic Publishers.


Restoule, J.P., Wolfson, E., Brunette, C., Smillie, C., Mashford-Pringle, A., Chacaby, M., & Russel, G. (2013). Spirituality as a Support for Aboriginal Learners in Post-Secondary Education Institutions in Ontario. In Lorne Tepperman and Angela Kalyta (Eds.) Reading Sociology: Canadian Perspectives (2nd Edition). Toronto, Ontario: Oxford University Press.


Mashford-Pringle, A.; Skura, C.; Stutz, S.; Yohathasan, T. (2021). Public Health Agency of Canada’s Companion Report: Indigenous Peoples & COVID-19 – What We Heard Report. Ottawa, ON: Public Health Agency of Canada.


Birn, Anne-Emanuelle, Amaya Perez-Brumer, Angela Mashford-Pringle, Roberta Timothy, and Lisa Forman, “A new Canadian citizenship guide is long overdue,” The Conversation 5 October 2020. 


Mashford-Pringle, A. (2020). Current Issues in Academics & Media About Children & COVID-19. Toronto, ON: Nishinawbe Aski Nation.


Elementary Teachers Federation of Ontario (ETFO). (2020). Dealing with Sensitive Topics in First Nations, Metis & Inuit Education. *Reviewer Mashford-Pringle. Toronto, ON: ETFO FNMI.


Mashford-Pringle, A. (2020). Wise Practices from Past Pandemics in Canada: A Look at Indigenous Peoples. Toronto, ON: Nishinawbe Aski Nation.


Elementary Teachers Federation of Ontario (ETFO). (2020). Land Based Learning Resource. *Reviewer Mashford-Pringle. Toronto, ON: ETFO FNMI.


Elliott, Stephanie; Hill, Malaika; Iveniuk, James; Khan, Rumaisa; Mashford-Pringle, Angela; Ware, Emma. (2019). Supports for Success: Towards Understanding and Supporting Marginalized Children and Youth in Ontario: The Case of Growing Up Indigenous. Toronto, ON: Wellesley Institute.


Mashford-Pringle, A. (2017). Influence of Family Involvement on School Success: Quebec Region First Nations Regional Early Childhood, Education and Employment Survey. Retrieved from


Mashford-Pringle, A. (2017). Dropping Out and Going Back to School: Quebec Region First Nations Regional Early Childhood, Education and Employment Survey. Retrieved from


Mashford-Pringle, A. (2017). Youth Mobility: Quebec Region First Nations Early Childhood, Education and Employment Survey. Retrieved from


Mashford-Pringle, A. (2017). Language and Culture in Schools and Families: Quebec Region First Nations Regional Early Childhood, Education and Employment Survey. Retrieved from

*indicates invitation to write a review


 *Mashford-Pringle, A. (2017). Book Review: Medicines Unbundled. Canadian Journal of Native Studies, Vol. 37(1).


*Mashford-Pringle, A. (2016). Book Review: Determinants of Indigenous Peoples’ Health in Canada. Aboriginal Policy Studies.


*Mashford-Pringle, A. (2014). Book Review: Decolonizing Education. Canadian Journal of Native Studies.


*Mashford-Pringle, A. (2013). Book Review: Integrating Aboriginal Perspectives into the School Curriculum: Purposes, Possibilities, and Challenges. Canadian Journal of Native Studies, Vol. 32, # 1.


Mashford-Pringle, A. (2007). Book Review: The New Buffalo by Dr. Blair Stonechild – Canadian Journal of Native Studies; 2007; 27, 1. pg 216

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