Join us for the third event in the Public Lecture Series: Representations of Disability in Historical, Scientific and Artistic Perspectives.
On February 25 Indigenous researcher, educator and community worker, Nicole Ineese-Nash will deliver her lecture entitled, “Decolonizing Disability: Indigenous Perspectives on Children with Disabilities and the Colonial Construction of Disability.”
Abstract: This lecture critically examines the colonial underpinnings of disability, focusing on Indigenous conceptualizations of disability and the lived experiences of Indigenous children with disabilities. Drawing from my research, I explore how disability has been constructed as a colonial construct, shaping perceptions and treatments of Indigenous bodies and minds within
settler colonial contexts.
By re-centering Indigenous perspectives, this talk challenges the dominant narratives that pathologize disability, offering instead a decolonial framework that recognizes disability as a site of resilience, strength, and cultural knowledge. The lecture will delve into historical and contemporary representations of disability, highlighting the ways in which colonial ideologies have marginalized and excluded Indigenous voices from the discourse on disability.
The discussion will further explore how Indigenous epistemologies provide alternative ways of understanding and supporting children with disabilities, emphasizing the importance of community, relationality, and holistic care. Through an interdisciplinary lens that intersects history, science, and art, I aim to make visible the complexities of ableism and its entanglement with colonialism, while advocating for the inclusion of Indigenous knowledge systems in reimagining special education and disability support.
This presentation is designed to engage students, faculty, and the wider public in a critical dialogue about the intersections of disability, colonialism, and Indigenous knowledge. It will provide a platform for rethinking and reimagining disability beyond colonial frameworks, with the goal of fostering more inclusive, culturally responsive, and just practices in education and beyond.
Nicole Ineese-Nash (she/her) is an Indigenous researcher, educator, and community worker with over 15 years of experience working with Indigenous children, youth, and communities. Born and raised in Toronto, Nicole is a member of Constance Lake First Nation in Treaty 9 territory and holds relation to the lands, waters, and people along the English and Kabikagomi Rivers. With a PhD in Social Justice Education and a Master’s in Early Childhood studies, she is passionate about supporting Indigenous self-determination and cultural resurgence, particularly in the context of childhood and youth. Nicole’s various research and practice interests reflect her lived experience as an Indigenous person on a path of cultural reconnection and learning.
As an Assistant Professor cross-appointed between the schools of Early Childhood Studies and Child and Youth Care at Toronto Metropolitan University, Nicole leads innovative community-based research on the topics of Indigenous disability, early learning, land-based education and youth mental health. Her research with Indigenous young people spurred the foundation of her national charitable organization called Finding Our Power Together, which offers mental health coaching, group psychoeducation, and cultural healing to Indigenous youth across Canada. Nicole’s skills in community-based research, social justice education, and Indigenous cultural practices have allowed her to work with Indigenous communities both in and out of the academy, informing her research, writing, teaching and practice.
Assistant Professor
School of Early Childhood Studies and Child
and Youth Care
Toronto Metropolitan University
Nicole.Ineesenash@ryerson.ca
Executive Director
Finding Our Power Together
info@findingourpowertogether.com
Registered Early Childhood Educator
