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Stack of Books

EDUCATION

Webb, D.; Stutz, S.; Hiscock, E.; Bowra, A.; Butsang, T.; Tan, S.; Scott-Kay, B.; Mashford-Pringle, A (2023). Indigenous Cultural Safety Trainings for Healthcare Professionals Working in Ontario, Canada: Context and Considerations for Healthcare Institutions. Health Services Insights, Vol. 16, https://doi.org/10.1177/11786329231169939 

 

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, https://doi.org/10.7202/1086427ar

 

Bowra, Andrea; Mashford-Pringle, Angela; Poland, Blake. (2021). Indigenous learning on Turtle Island: A review of the literature on land-based learning. Canadian Geographer. DOI: 10.1111/cag.12659

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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.
https://theconversation.com/indigenous-community-research-partnerships-can-help-address-
health-inequities-152705

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Galloway, T.; Butsang, T.; Bowra, A.; Mashford-Pringle, A. (2020). Education in uncertainty: Academic Life as Indigenous health scholars during COVID-19.  International Review of Education – Special Issue on Education in the Age of COVID-19. https://doi.org/10.1007/s11159-020-09876-5

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Wali, S.; Superina, S.; Mashford-Pringle, A.; Ross, H.; Cafazzo, J. (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. https://doi.org/10.1186/s12939-020-01346-6 

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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.

 

Thurston, J.; Mashford-Pringle, A. (2015). Nursing and Indigenous Education Integration.  Journal of Nursing and Education Practice, Vol. 5, No. 10; http://doi.org/10.5430/jnep.v5n10p9

 

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.

 

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.

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

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We would like to acknowledge the traditional territories of the Mississauga of the Credit First Nation, Anishnawbe, Wendat, Huron, and Haudenosaunee Indigenous Peoples on which the Dalla Lana School of Public Health now stands.

The territory was the subject of the Dish With One Spoon Wampum Belt Covenant, an agreement between the Iroquois Confederacy and Confederacy of the Ojibwe and allied nations to peaceably share and care for the resources around the Great Lakes. We would also like to pay our respects to all our ancestors and to our present Elders.

© 2024 by Angela Mashford-Pringle, PhD.

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