Publications

Books

Young, K., & Farhoudi-DiMarco, M. (2006). Breath: Writing herself into history. Palabras Press.

Edited Books

Kulnieks, A., Longboat, D., & Young, K. (Eds.). (2013). Contemporary studies in environmental and indigenous pedagogies: A curricula of stories and place. Brill/Sense.
https://brill.com/view/title/36794?rskey=L8Uel0&result=2

Stanley, D., & Young, K. (Eds.). (2011). Contemporary studies in Canadian curriculum: Principles, portraits & practices. Brush Education.
http://www.brusheducation.ca/catalog/arts-education-social-sciences/books/contemporary-studies-in-canadian-curriculum

Smale, W., & Young, K. (Eds.). (2007). Approaches to educational leadership and practice. Brush Education. (no longer in print).

Chapters in Books

Young, K. (2021). Developing eco-literacy as a habit of mind in teacher education through eco-justice progressive curricula. In A. Dentith, D. Flinders, J. Lupinacci, & J. Thom (Eds.), Curriculum, Environment, and the work of C.A. Bowers: Ecological and Cultural Perspectives (pp. 148-167). Routledge.

Young, K. (2021). Negotiating conceptions of self in the academy: Complicated conversations. In E. Lyle & S. Mahani (Eds.), Sister Scholars: Untangling Issues of Identity as Women in Academe. (pp. 105-114). DIO Press.

Young, K. (2020). Exploring identities and place through the ecological imagination. In E. Lyle (Ed.), Identity Landscapes: Contemplating Place and the Construction of Self (pp. 124-151). Brill/Sense.

Longboat, D., Kulnieks, A., & Young, K. (2020). Developing curriculum through engaging oral histories: A pedagogy for reconciliation and eco-justice-oriented education. In K. Llewellyn & N. Ng-A-Fook (Eds.), Oral History, Education, and Justice: Possibilities and Limitations for Redress and Reconciliation (pp. 183- 196). Routledge.
*Awarded the 2021 Society of Professors of Education Outstanding Book Award. April 10th, 2021.
*Awarded the 2021 Publication Award for Edited Book from the Canadian Association of Foundations of Education (CAFE). June 1st, 2021.

Kulnieks, A., & Young, K. (2018). Exploring ecological literacy in teacher identity: Reflexive inquiry through a learning garden curricula. In E. Lyle (Ed.), The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity (pp. 76-85). Brill/Sense.

Young, K. (2018). The character of contemporary curriculum studies in Canada: A rumination of the metaphorical nature of language. In E. Hasebe-Ludt & C. Leggo (Eds.), Provoking Curriculum Studies: A Métissage of Inspiration/Imagination/Interconnection (pp. 78-84). Canadian Scholars’ Press.

Young, K., & Stanley, D. (2018). Integration, inquiry, and interpretation: A Learning garden alternative placement & eco-mentorship program for pre-service teachers. In G. Reis & J. Scott (Eds.), International Perspectives on the Theory and Practice of Environmental Education: A Reader (pp. 47-56). Springer.

Kulnieks, A., Longboat, D., & Young, K.(2017). Developing eco-literacy through an integrated model: A primer for eco-justice education curricula. In C. Bowers (Ed.), Eco-Justice: Essays on Theory and Practice in 2017 (pp.11-22). Eco-Justice Press.

Kulnieks, A., & Young, K. (2014). Online curriculum practices: Reader response as a vehicle for poetic inquiry and the development of ecological literacy informed by critical pedagogy and eco-justice education. In T. Ryan & D. Young (Eds.), Teaching online: Stories from within. (pp. 64-74). Common Ground Publishing.

Kulnieks, A., Longboat, D., & Young, K. (2013). Introduction to environmental and Indigenous pedagogies: An integrated curriculum. In A. Kulnieks, D. Longboat, & K. Young (Eds.), Contemporary studies in environmental and indigenous pedagogies: A curricula of stories and place (pp. 1-8). Brill/Sense.

Longboat, D., Kulnieks, A., & Young, K. (2013). Beyond dualism: Toward a transdisciplinary indigenous environmental studies model of environmental education curricula. In A. Kulnieks, D. Longboat & K. Young (Eds.), Contemporary studies in environmental and indigenous pedagogies: A curricula of stories and place (pp. 9-18) Brill/Sense.
*Previously published in The EcoJustice Review (EJR, 2009).
Internet Archive: https://web.archive.org/web/20100919120531/http://ecojusticeeducation.org/index.php?option=com_content&task=view&id=67&Itemid=44

Kulnieks, A., Ng-A-Fook, N., Stanley, S., & Young, K. (2012). Reconsidering Canadian environmental curriculum studies. In N. Ng-A-Fook, & J. Rottmann (Eds.), Reconsidering Canadian curriculum studies (pp. 107-136) Palgrave MacMillan.

Young, K. (2012). What is the literary imagination? In J. Kedrick, C. Leggo, & T. Dobson (Eds.), English in middle and secondary classrooms: Creative and critical advice from Canada’s teacher educators (pp. 142-145). Pearson Educational Press.

Young, K. (2012). Curriculum of imperialism: Good girl citizens and the making of the literary educated imagination. In C. Gibson & C. Peck (Eds.), Trends and issues in Canadian curriculum development (pp. 315-328). University of British Columbia: Pacific Educational Press.
*Previously published in The Journal of the Canadian Association of Curriculum Studies (JCACS, 2005).

Stanley, D., & Young, K. (2011). Principles, portraits and practices in contemporary Canadian curricula. In D. Stanley & K. Young (Eds.), Contemporary studies in Canadian curriculum: Principles, portraits & practices (pp.11-17). Brush Education.

Kulnieks, A., Longboat, D., & Young, K. (2011). Indigenizing curriculum: The transformation of environmental education. In D. Stanley & K. Young (Eds.), Contemporary studies in Canadian curriculum: Principles, portraits & practices (pp. 351-374). Brush Education.

Young, K. (2009). Reconceptualizing early childhood literacy curriculum: An ecojustice approach. In L. Iannacci & P. Whitty (Eds.), Early childhood curricula: Reconceptualist perspectives (pp. 299-325). Brush Education.

Young, K. (2007). Environmental educational leadership and its origins. In W. T. Smale & K. Young (Eds.), Approaches to educational leadership and practice (pp. 220-236). Brush Education.

Young, K., & Smale, W. (2007). Multiple approaches to educational leadership and practice. In W. T. Smale & K. Young (Eds.), Approaches to educational leadership and practice (pp. 10-15). Brush Education.

Young, K. (2004). Breathing lessons: A novella. In J. G. Knowles, L. Neilsen, A. L. Cole & T. C. Luciani. (Eds.), Provoked by art: Theorizing arts-informed inquiry (pp. 159-166). Backalong Books.

Journal Articles

Young, K. (2019). Exploring a curricula of visual and poetic aesthetics. Canadian Review of Art Education: Research and Issues, 46(1), 44-59.

Kulnieks, A., Longboat, D., & Young, K. (2018). Tramping the mobius: A curriculum of oral and literary tradition as a primer for rural education. Space and Culture, 21(1), 60-71.
https://journals.sagepub.com/doi/10.1177/1206331217740819

Kulnieks, A., Longboat, D., & Young, K. (2016). Engaging eco-hermeneutical methods: Integrating indigenous curriculum through an eco-Justice-arts-informed pedagogy. AlterNative: An International Journal of Indigenous Peoples, 12(1), 43-56.
https://journals.sagepub.com/doi/10.20507/AlterNative.2016.12.1.4

Kulnieks, A., Longboat, D., Sheridan, J., & Young, K. (2016). Oral history education through poetic inquiry: Developing ecologically sustainable language arts curriculum. Our Schools/Our Selves. Canadian Centre for Policy Alternatives Quarterly Journal on Education, 25(2), 127-134.

Kulnieks, A., & Young, K. (2014). Ekphrastic poetics: Fostering a curriculum of ecological awareness through poetic inquiry. in education, (20)2, 79-89.

Kulnieks, A., & Young, K. (2014). Literacies, leadership, and inclusive education: Social justice arts-informed eco-justice pedagogy. LEARNing Landscapes, 7(2), 183-194.

Kulnieks, A., Longboat, D., & Young, K. (2013). Eco-literacy development through a framework for indigenous and environmental educational leadership. Canadian Journal of Environmental Education, 18, 112-126.

Kulnieks, A., Longboat, D., & Young, K. (2013). Engaging literacies through ecologically minded curriculum: Educating teachers about indigenous knowledges through an ecojustice education framework. in education, 19(2), 138-152.

Kulnieks, A., Young, K., & Longboat, D. (2013). Indigenizing environmental education: Conceptualizing curriculum that fosters educational leadership. First Nations Perspectives – The Journal of the Manitoba First Nations Education Resource Centre, 5(1), 65-81.

Stanley, D., & Young, K. (2011). Conceptualizing the complexities of curriculum: Developing a lexicon for ecojustice and the transdisciplinarity of bodies. Journal of Curriculum Theorizing, 27(1), 36-47.

Kulnieks, A., Longboat, D., & Young, K. (2010). Re-indigenizing learning: An eco-hermeneutic approach to curriculum. AlterNative: An International Journal of Indigenous Peoples, 6(1),15-24.
https://journals.sagepub.com/doi/10.1177/117718011000600102

Longboat, D., Kulnieks, A., & Young, K. (2009). Beyond dualism: Toward a transdisciplinary Indigenous environmental studies model of environmental education curricula. The EcoJustice Review: Educating for the Commons, 1(1), 1-18.
Internet Archive: https://web.archive.org/web/20100919120531/http://ecojusticeeducation.org/index.php?option=com_content&task=view&id=67&Itemid=44

Young, K. (2008). Ecological habits of mind and the literary imagination. Educational Insights, 12(1), 1-9.

Young, K. (2006). The pedagogic force of ekphrastic poetics. Language and Literacy: A Canadian Educational E- Journal, 8(2), 1-18.

Young, K.(2005). Curriculum of imperialism: Good girl citizens and the making of the literary educated imagination. Journal of the Canadian Association of Curriculum Studies, 3(2), 41-54.

Young, K. (2005). Developing ecological literacy as a habit of mind in teacher education. The EcoJustice Review: Educating for the Commons, 1(1), 1-7.
Internet Archive: https://web.archive.org/web/20101031082234/http://ecojusticeeducation.org/index.php?option=com_content&task=view&id=35&Itemid=46

Young, K. (2002). Writing as possibility: Poetic practices and pedagogy. Language and Literacy: A Canadian Educational E- Journal, 4(2), 1-11.

Young, K. (2002). Poetic intervention in teaching and learning. Journal of Curriculum Theorizing, 18(4), 159-178.

Professional Journals

Bell, N., Elliott, P., Rodenburg, J., & Young, K. 2013). Eco-mentorship: A pre-service outdoor experiential teacher education initiative at Trent University. Pathways: The Journal of Outdoor Education, 25(3), 14-17.

Stanley, D., & Young, K. (2005). Distributed leadership as fostering the conditions for a healthy learning organization. Canadian Association of Principals Journal, 13(3), 29-30.

Curriculum Publications

Young, K. (2014). Learning gardens: A pre-service educational leadership initiative at Trent University. Deeper: Deepening environmental education in pre-service education resource. (p. 36). Toronto, ON: OISE/University of Toronto.