Dr. Lindsay Morcom (Algonquin Métis, Bear Clan) is an assistant professor in the Faculty of Education and coordinator of the Aboriginal Teacher Education Program. She earned her Master’s degree in Linguistics at First Nations University through the University of Regina in 2006. She then completed her doctorate in General Linguistics and Comparative Philology as a Rhodes Scholar at Oxford University in 2010. She is an interdisciplinary researcher with experience in education, Aboriginal languages, language revitalization, and linguistics.
Publications & Theses
Morcom, Lindsay A, and Roy, Stephanie. (2017). Is early immersion effective for Aboriginal language acquisition? A case study from an Anishinaabemowin kindergarten. Bilingual Education and Bilingualism. http://dx.doi.org/10.1080/13670050.2017.1281217.
Morcom, Lindsay A. (In press). Balancing the spirit in Aboriginal Catholic education in Ontario. University of Toronto Press. In R. Bruno-Jofré & J. Igelmo (Eds.), Education in the Wake of Vatican II. Toronto: University of Toronto Press.
Morcom, Lindsay A. (In press). Self-esteem and cultural identity in Aboriginal language immersion kindergarteners. Journal of Language, Identity & Education.
Morcom, Lindsay A. (Accepted). Indigenous holistic education in philosophy and practice, with wampum as a case study. Foro de Educación.
Morcom, Lindsay A. (Accepted). Weighing the benefits of Aboriginal language immersion. Canadian Journal of Native Studies.
Morcom, Lindsay A. and Roy, Stephanie. (In press.). Learning through language: Academic success in an Aboriginal language immersion kindergarten. Journal of American Indian Education
Morcom, Lindsay A., Davis, Jennifer, & Freeman, Kate. (Accepted). Rising like the Thunderbird: The Reclamation of Indigenous Teacher Education. In T. Christou (Ed.), Canadian Teacher Education: A Curriculum History. New York: Routledge.
Whitinui, Paul, McIvor, Onowa, Robertson, Boni, and Morcom, Lindsay. (2015.) The World Indigenous Research Alliance (WIRA): Mediating and mobilizing indigenous peoples’ educational knowledge and aspirations. Education Policy Analysis Archives.
Morcom, Lindsay A. (2014). Determining the role of language and culture in First Nations schools: A comparison of the First Nations Education Act with the policy of the Assembly of First Nations. Canadian Journal of Educational Administration and Policy, 163. Available online at http://www.umanitoba.ca/publications/cjeap/pdf_files/morcom.pdf.
Morcom, Lindsay, and Sweeney, Michael. (2014). The Three Tiered Trial: Achieving Synergy in Training Improvement. Winnipeg: Canadian Defence Academy Press.
Morcom, Lindsay A. (2014). Aboriginal teacher education: The circle continues. Queen’s Education Letter, Spring/Summer 2014: 24-27.
Morcom, Lindsay A. (2014). Aboriginal perspectives. Forest and Nature Schools in Canada: A Head, Heart, Hands Approach to Outdoor Learning. Pp. 13-15. Ottawa: Forest and Nature Schools Canada.
Morcom, Lindsay. (2014). Report for Families: MMAK Students’ First Year Achievement. M’Chigeeng First Nation: Kenjgewin Teg Educational Institute.
Morcom, Lindsay A. (2013). Aboriginal Language and School Success: What Can I Expect for my Child? M’Chigeeng First Nation: Kenjgewin Teg Educational Institute. http://www.ktei.net/uploads/1/4/7/8/1478467/language_immersion_and_school_success_for_parents_-_dr._morcom.pdf.
Huffam, Christopher, and Morcom, Lindsay. (2012). Handbook on Evidence-Based Research Methodology. Handbook produced for use within the Canadian Armed Forces.
Morcom, Lindsay A. (2010). The Universality and Demarcation of Lexical Categories Cross-Linguisically. D.Phil Thesis. Oxford University.
Weichel, Lindsay. (2006). The Grammatical Structure of Western Pokomchi’. M.A. Thesis. University of Regina.