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  2. Lindsay Morcom
Lindsay Morcom smiling in a hallway

Lindsay Morcom

Associate Dean, Graduate Studies

She/Her

Graduate Supervisor

Language Revitalization and Decolonizing Education

A212

355 King St. Room 346B

People Directory Affiliation Category
Deans
Faculty
Graduate Supervisors

BA, MA (Regina), PhD (Oxford)

Associate Dean, Graduate Studies

Professor

Canada Research Chair in Language Revitalization and Decolonizing Education

Dr. Lindsay Morcom is a Full Professor, Associate Dean, Graduate Studies, and Canada Research Chair in Language Revitalization and Decolonizing Education in the Faculty of Education at Queen’s University.  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, Indigenous language revitalization, linguistics, decolonization, wellbeing, and inclusion. She is of German, French, and Anishinaabe heritage and embraces the distinct responsibility this ancestry brings to her research. She is an active member of the Kingston urban Indigenous community and works collaboratively with the Kingston Native Centre and Languages Nest to foster urban Indigenous language revitalization.

Research Interests

  • Indigenous education
  • Indigenous languages
  • Language documentation and revitalization
  • Morphology
  • Language typology
  • Functional and cognitive linguistics

Select Publications

Morcom, L.A., Maracle, K., Rondeau, L., and Freeman, K.  (In Press). Fostering wellness and redefining success for all students through Indigenous perspectives.  In C. Hillier & W. Bockhorst-Heng (Eds)., Diversity and fostering human flourishing in Canadian schools: Theoretical and practical approaches. Canadian Scholars.

Morcom, L.A.  (2024).  Reading Pedagogy of the Oppressed through the lens of Indigenous education: Reflections on overlaps, departures, and social developments.  In R. Bruno-Jofré and J. Igelmo Zaldívar (Eds.)  Paulo Freire’s Pedagogy of the Oppressed and Ivan Illich’s Deschooling Society Fifty Years After.  (Pp. 237-60). University of Toronto Press.

Davis, L.,  Hare, J., Hiller, C., Morcom, L.A., and Taylor, L. (2023).  Pedagogies of inheriting: Kitchen table conversations.  Contingencies, 2(1), Fall 2023. https://doi.org/10.33682/8kwh-ug1q. 

Morcom, L. (2021).  Wiinge Chi-Baapinizi Geniin Ode: It really makes my heart laugh: Language, Culture, Identity, and Urban Language Revitalization. WINHEC: International Journal of Indigenous Education Scholarship, 16(1).  Special Issues on Indigenous language revitalization: Innovation, reflection, and future Directions. O. McIvor and K. Chew (Eds.).  pp. 179-209.

MacCormack, J., & Morcom, L.  (2019).  The role of EAs in helping ‘little delegates’ form self-determined identities.  In M. Harber & A. Rao (Eds.), The Role of an Education Assistant:  Supporting Inclusion and Diversity (Pp. 193-212).  Toronto:  Canadian Scholars.

Morcom, L.A., & Freeman, K.  (2019).  Teaching truth and reconciliation in Canada: The perfect place to begin is right where a teacher stands.  The Conversation Canada. 

Davis, L.,  Hare, J., Hiller, C., Morcom, L.A., and Taylor, L. (2018).  Challenges, possibilities, and responsibilities:  Sharing stories and critical questions for changing classrooms and academic institutions.  Canadian Journal of Native Education, 40(1), 1-13. 

Davis, L.,  Hare, J., Hiller, C., Morcom, L.A., and Taylor, L. (2018).  Conversations about Indigenizing, Decolonizing and Transformative Pedagogical Practices.  Canadian Journal of Native Education, 40(1), 13-35.

Morcom, L. A., and Freeman, K.  (2018).  Niinwi-Kiinwa-Kiinwi:  Building non-Indigenous allies in education.  Canadian Journal of Education, 41(3), 584-609.

Morcom, L.A.  (2017).  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 (pp. 259-279).  Toronto:  University of Toronto Press.

Morcom, L. A. (2017).  Indigenous holistic education in philosophy and practice, with wampum as a case study.  Foro de Educación, 15(23), 121-138.

Morcom, L. A.  (2017).  Self-esteem and cultural identity in Aboriginal language immersion kindergarteners.  Journal of Language, Identity & Education, 16(6), 365-380.  https://doi.org/10.1080/15348458.2017.1366271.   

Morcom, L. A, and Roy, S.  (2017).  Is early immersion effective for Aboriginal language acquisition?  A case study from an Anishinaabemowin kindergarten.  International Journal of Bilingual Education and Bilingualism. http://dx.doi.org/10.1080/13670050.2017.1281217.

Morcom, L. A. and Roy, S.  (2017).  Learning through language:  Academic success in an Aboriginal language immersion kindergarten. Journal of American Indian Education, 56(2), 57-80.

Whitinui, P., McIvor, O., Robertson, B., and Morcom, L.A. (2015).  The World Indigenous Research Alliance (WIRA): Mediating and mobilizing indigenous peoples’ educational knowledge and aspirations.  Education Policy Analysis Archives, 23(120), 1-22. http://dx.doi.org/10.14507/epaa.v23.2052

Ted Talk

Morcom, L.A.  (2019, April).  Why Indigenous Languages Matter and What We Can Do to Save Them [Video File].