Jeffrey Wood

Jeffrey is from Métis and settler ancestry and lives on the traditional lands of the Atikameksheng Anishnawbek under the Robinson-Huron Treaty. He is a professor in the School of Education and the School of Indigenous Relations at Laurentian University and is the Early Learning Lead for the Moosonee and Moose Factory District School Area Boards. Jeffrey has been researching and working with young children for the past 25 years. His research interests include: early childhood education, early literacies, inquiry learning and Indigenous education. Jeffrey has been teaching at Laurentian University since 2005. ​

Ph.D. Indiana University

M.Ed. York University

B.Ed. University of Ottawa

B.A. (honours) York University 

Interim Director School of Education/École d'éducation

Appointed to:

School of Education

School of Indgenous Relations

Associate Member of the Faculty of Graduate Studies 

Jeffrey's research interests include indigenous education, early childhood education, early literacies, new/multiple literacies, and inquiry.

He is currently working on:

Northern Oral language and Writing through Play with the Wikwemikong Board of Education (SSHRC Funded)

Evaluating Enhancing Cree Language and Culture at Ministik School, MFIDSAB 

Developing culturally restorative kindergarten practices in FNMI schools.

Applying a Reggio Emilia approach in Northern Ontario 

Exploring alternative forms of assessment and documenting children’s literacies learning

​

Laurentian University Student Certificate of Appreciation

Laurentian University Dean’s Doctoral Fellowship 

Indiana University Leo and Jean Fay Fellow

Sudbury Canoe Club Volunteer of the Year Award

Books and Book Chapters:

Wood, J. (2023). An Indigenous early childhood pedagogy. In Cote-Meek, S. & T. Moeke-Pickering (Eds.). Perspectives on Indigenous Pedagogy in Education: Learning From One Another. Hershey, PA: IGI Global.

Wood, J. (2022). The Importance of the Land, Language, Culture, Identity and Learning in Relation for Indigenous Children. In Stagg Peterson, S. (Ed). Roles of place and play in young children’s oral and written language. Toronto, ON: UToronto Press

Wood, J. & C. Daviau. (2021). Répondre au besoin de ressources autochtones. Dans L. M. Brogden, A. Sterzuk et J. Daschuk (dir.), L'enseignement des Traités en français. Québec: Presses de l'Université Laval.

Wood, J. (2019). Ethnicity and Race in Childhood (Canada). Bloomsbury Education and Childhood Studies. London: Bloomsbury. DOI:10.5040/9781350996311.0007

Wood, J. (2018). Inclusion and marginalization of learners in Canada. Bloomsbury Education and Childhood Studies. London: Bloomsbury. DOI: 10.5040/9781474209496.0021

Wood, J. (2016). Enacting Culturally Restorative and Anti-Racist Education in a Kindergarten Classroom. In Husband, T. But I Don't See Color: The Perils, Practices, and Potentials of Anti-Racist Education. Rotterdam: Sense Publishers B.V.

Vasquez, V., J. Wood & C. Branigan Felderman (Eds.). (2013). Perspectives and Provocations in Early Childhood Education vol. 2. Charlotte, NC: Information Age Publishing.

Wood, J. (2013). Gender issues in kindergarten. In Vasquez, V., J. Wood & C. Branigan Felderman (Eds.). Perspectives and Provocations in Early Childhood Education vol. 2. Charlotte, NC: Information Age Publishing. p.75-90

Vasquez, V & J. Wood (Eds.). (2012). Perspectives and Provocations in Early Childhood Education. Charlotte, NC: Information Age Publishing.

Wood, J. (2008). The teacher as researcher. In Provenzo, E. (Ed.). Encyclopedia of the Social and 

Cultural Foundations of Education. New York: Sage.

Peer-reviewed Journal Articles:

Eppley, K.,  Wood, J. &  Stagg-Peterson, S. (2023).  Resistance Literature: Representations of Land and Indigeneity in Indigenous-Authored, Canadian Award-Winning Young Adult and Middle-Grade Fiction. Journal of Adolescent & Adult Literacy,  00,  1–11. https://doi.org/10.1002/jaal.1318

Wood, J., Peters, E., Wood, T., & Wood, S. (2022).  Multiliterate lives: Childhood to adult, lessons learned. Journal of Adolescent & Adult Literacy,  66,  185– 191.  https://doi.org/10.1002/jaal.12

Eppley, K., S. Peterson & J. Wood. (2022). Representations of Indigenous and non-Indigenous rural ways of being in picture books for children. Journal of Language & Literacy Education. 

Wood, J. (2017). Supporting early literacy learning through play. What Works? Research Into Practice (65). Toronto, ON: Ontario Minsitry of Education.

Wood J. (2015). Multiple possibilities: The multi-literate lives of three children. Complicity: An 

international journal of complexity and education (12)1.

Wood J., T. Thall & E. Caruso Parnell. (2015). The move: Reggio Emilia‐inspired teaching. 

Complicity: An international journal of complexity and education(12)1.

Wood, J. (2005). Voices of Practitioners. Moses's story: Critical literacy and social justice in an 

urban kindergarten. Young Children Beyond the Journal.

Non-peer reviewed publications:

Rowan, C. & J. Wood. (2020). Land-Based Education. Ontario Provincial Centre of Excellence for Early Years and Child Care.

Pacini-Ketchabaw, V. N. Land, J. Wood, & C. Herder. (2019). Companion to Pedagogical Orientations on Documentation. Ontario Provincial Centre of Excellence for Early Years and Child Care.

Hearn, J. & J. Wood. (2014). Using Documentation to understand children’s mathematical 

thinking. Ontario Ministry of Education Monograph.

Wood, J. & S. Speir. (2013). Using Inquiry to create a cohesive experience for children and a more consistent vision for K-1-2 education in Rainbow Schools. Ontario Ministry of Education Monograph.

Wood, J. (2012). Playing with a Reggio Emilia Approach. ECE assembly of NCTE Newsletter (4)1. 2-3.

Wood, J., S. Speir & T. Thall. (2012). Using Inquiry as a Pedagogical Lens. Ontario Ministry of Education Monograph.

Speir, S., J. Wood, E. Caruso Parnell & T. Dixon­Van Mierlo. (2012). Using the Arts as a Pedagogical Lens. Ontario Ministry of Education Monograph.

Wood, J. (2011). Writing in Kindergarten. Sudbury, ON: Sudbury, ON: Rainbow District School Board (RDSB).

Dixon­Van Mierlo, T & J. Wood (2010). An early learning Journey: A social constructivist approach.

Ontario Ministry of Education Monograph.

Wood, J. (2000). Teacher research methodology. Teacher as Researcher 15(1).

Wood, J. (2000). Defining literacies. Eric Document. (ED465980).

Conference papers, posters, presentations and proceedings

Wood, J., E Caruso Parnell & J. Hearn. (2016). Making learning visible. Diversity in Research 

Conference Proceedings. Laurentian University

Wood, J. (2005) Videogaming as literacy. Learn With TVO. Podcast        

Reports:

Wood, J., C. Daviau & B. Gunner. (2019). Enhancing Cree Language with Culture. Indspire Published Research Report.

Wood, J. & C. Daviau. (2018). Conseil scolaire catholique Providence Indigenous Resources. Indspire Published Research Report.

Wood, J., C. Daviau & N. Daviau. (2018). Anishinaabemowin Revival Program. Indspire Published Research Report.

Wood, J. & S. Speir. (2013). Assessment as Attributing Value: Documentation and Assessment in Early Learning. Ontario Ministry of Education, Assessment and Policy Branch.

Wood J. (2011). Research Capacity Building in the Northeastern Region. Sudbury, ON: North Eastern Ontario Education Network. (Research Report)