Alice Johnston
Alice Johnston (she/her), is a settler scholar who completed her Ph.D. in Curriculum Studies in the Faculty of Education at Queen’s University. Her doctoral work identified principles that inform the decolonization of STEAM+ learning materials as well as the impact of engaging in decolonizing work on community and institutional stakeholders. Alice also has extensive experience working as a P-12 educator in rural, remote, and urban Indigenous contexts. Dr. Johnston currently teaches undergraduate courses in classroom assessment and environmental education as well as graduate courses in curriculum studies and research methods.
Dr. Johnston’s current research program is focused on climate change education. Specifically, she is interested in how climate justice field camps can be leveraged to sustain teacher and student attention, care, and action toward addressing environmental change. In the context of this research, Dr. Johnston is particularly interested in how technology can be utilized to both build relationships and sustain remote communities characterized by resiliency and hope. Dr. Johnston’s research is also focused on classroom assessment. She is interested in uncovering how holistic assessment tools can be utilized to decolonize classroom assessment and, in so doing, better meet the learning needs of all students.
Johnston, A. (2024). Decolonizing STEM learning through land-based education in Ontario: The generation of guiding principles and discovery of unanticipated outcomes. [Doctoral dissertation, Queen’s University]. QSpace. https://hdl.handle.net/1974/32729
Johnston, A. (2022). Taking learning outside. In K. Riley, J. McVittie & M.G. Boles (Eds.), Decolonizing environmental education for different contexts and nations (pp. 97-116). Peter Lang.
Johnston, A. & Davies, J. (2019). Understanding and mobilizing the inquiry into missing and murdered Indigenous women and girls calls to justice. The Knowledge Forum, 1(2), 23-25.
Johnston, A. (2018). Relationships and culturally responsive teaching. In B. Bolden, T. Christou, C. Deluca, M, Ingersoll, H. Ogden & J. Wearing (Eds.), Key concepts in curriculum: Perspectives on the fundamentals (pp. 98-100). Routledge.
Johnston, A. & Claypool, T. (2010). Incorporating a multi-method assessment model in schools serving First Nations, Inuit, and Métis learners. Native Studies Review, 19(2), 121-138
