Publications

My Ph.D. research is concerned with the intellectual and temporal working conditions of ECEs at the intersections of policy, philosophy and pedagogy.

With 24 (and growing!) peer-reviewed publications and conference presentations, 15 book chapters and creative publications as well as a forthcoming policy brief and book chapter and peer-reviewed article, I demonstrate exceptional emerging scholarly research and creative activity in the field of ECS on a local and international stage.

Awarded:

SSHRC Doctoral Fellowship of $40,000 for the 2024-2025 academic year
Four Ontario Graduate Scholarships of $15,000 each since 2018.
Master’s Research Award from the Canadian Association for Research in Early Childhood
Dean’s Graduate Essay Writing Award from Toronto Metropolitan University.

Peer-Reviewed

Menon, N., Johnston, L., Powell, A., Richardson, B. & Straker, A. (2024). (Care)fully reconstituting cruel professionalism with and for early childhood educators: How caring activism can resist uncaring conditions. Early years: An international research journal. DOI: https://doi.org/10.1080/09575146.2024.2393150

Frankowski, A., Humphrey, T. and Johnston, L. (Forthcoming). Thinking alongside the supplementary: A performance script responding to public pedagogical documentation. Journal of Childhood Studies

Richardson, B., Powell, A., Johnston, L. & Langford, R. (2023). Reconceptualizing activism through a feminist care ethics in the Ontario (Canada) early childhood education context: Enacting caring activism. Social Sciences 12(2), 89. DOI: https://doi.org/10.3390/socsci12020089

Johnston, L. (2022). ‘Node-ified’ ethics: Contesting codified ethics as unethical in ECEC in Ontario. In Education, 28 (1b), University of Regina. pp. 80-101. DOI: https://doi.org/10.37119/ojs2022.v28i1b

Bezaire, K. and Johnston, L. (2022). Stop ‘under-mind-ing’ early childhood educators: Honouring subjectivity in pre-service education to build intellectual and relational capacities. Contemporary Issues in Early Childhood. DOI: https://doi.org/10.1177/14639491221128242

Frankowski, A. & Johnston, L. (2022). Discussing metaphor as a pedagogical practice:

Reflections on a conference salon. YU-Write: Journal of Graduate Studies in Education, Vol 1(1), pp. 1-16 https://yuwrite.journals.yorku.ca/index.php/default/article/view/4

Johnston, L. (2019). The (not) good educator: Reconceptualizing the image of the educator. eceLink Fall 2019. Toronto, ON: AECEO

Book Chapters

Powell, A., Menon, N. and Johnston, L. (Forthcoming). From advocacy to caring activism: Centering a feminist ethics of care to reimagine mentorship and advocacy in early childhood education through the co-creation of CARE Collectives. In B. Pytka and T. Kelly (Eds.) Mentoring in early childhood education and care: A collection of perspectives. Canadian Scholars

Neville, R. and Johnston, L. (Forthcoming). Are you okay?: RECE experiences of the Ontario-Canada Wide Early Learning and Child Care Plan. In S. Jagger (Ed.) Early Years Education and Care in Canada (2nd Ed.)

Vandenbroeck, M., Lehrer, J., Mitchell, L., Arndt, S., Cobb, D., Cummings-Morgan, N., Johnston, L., Kahuroa, R., Kamenarac, O., Lund, S.G., Powell, A., Richardson, B., Purwestri, D., and Whitebook, M. (2023). Resisting the alienation of the workforce. In M. Vandenbroeck, J. Lehrer, and L. Mitchell (Eds) The decommodification of early childhood education and care: Resisting neoliberalism. (pp. 147-213) Routledge DOI: 10.4324/9781003218104-5

Johnston, L. (2021). Planning time for equity: A (re)examination of ECEs perspectives on planning time in southern Ontario. In Z. Abawi, R. Berman. A. Eizadirad (Eds). Equity as praxis in early childhood education in Ontario. Toronto: Women’s Press

Powell, A., Johnston, L. & Langford, R. (2021) Equity enacted: possibilities for difference through a critical feminist ethics of care approach. In Z. Abawi, R. Berman. A. Eizadirad (Eds). Equity as praxis in early childhood education in Ontario. Toronto: Women’s Press

Johnston, L., Shoemaker, L., Land, N., DiSanto, A. & Jagger, S. (2020). Early Childhood Education in Canada. Oxford Research Encyclopedia of Education . Chapell Hill, North Carolina: Oxford University Press

Johnston L. (2019) Forest School Pedagogy and Indigenous Educational Perspectives. In: Trifonas P. (Ed) International handbook of theory and research in cultural studies and education (pp.227-239). Dordrecht: Springer.

Other Projects

Wittick, D., Warren, G.M., and Johnston, L. (2023, September). Dialogues on complexifying care in ece. Pedagogist Network of Ontario Magazine, Issue 5. https://pedagogistnetworkontario.com/dialogues-on-complexifying-care-in-ece/

Richardson, B., Powell, A. and Johnston, L. (2022, May) Embodied activism: Reflecting on the lived experiences and motivations of three early childhood educator social activists through a feminist care ethics lens. Keynote address at Early Childhood Educators of British Columbia (ECEBC) Annual Conference (virtual).

Frankowski, A., D’Andrea, J., Johnston, L. & Ellis, T. (2022, October). Returning to Re: Pedagogist Network of Ontario Magazine, Issue 4. https://pedagogistnetworkontario.com/category/magazine/issue-4-magazine/

Montpetit, M., Angus, L., Frankowski, A., Johnston, L., Gagliardi, L-M., Jobb, C. (2021, June). Recollecting practices of attending and creating exposures: Conversations, estrangements, movements, affected intentions, and risks. Pedagogist Network of Ontario Magazine, Issue 3. https://pedagogistnetworkontario.com/recollecting-practices-of-attending-and-creating-exposures-conversations-estrangements-movements-affected-intentions-and-risks/