Erin Keith
Dr. Erin Keith is an Assistant Professor at St. Francis Xavier University (StFX). Her teaching and research focuses on inclusion, EDIIADB literacy related to special education and mental health, culturally responsive and relevant pedagogies including engaging families and caregivers as partners, and supporting students through a strength-based lens using Nova Scotia’s multi-tiered system of supports (MTSS) model. Erin uses a decolonizing praxis in her research methodologies inspired and guided by many Indigenous, Black, and racialized scholars. She obtained her Doctor of Education from Western University, her Master of Education from the State University of New York at Buffalo, and her Bachelor of Arts from Queen’s University. As an Ontario Certified teacher (OCT), Erin has worked for over 16 years in public education primarily focused on Special Education roles such as ASD Itinerant, Special Needs Itinerant, Behaviour Support Itinerant, and in-school Special Education teacher. Erin’s recent co-authored book entitled, Reframing Mental Health in Schools: Using Case Stories to Promote Global Dialogue shares stories of students from across the globe and how mental health is advocated within their country. Her latest edited manuscript in progress is entitled, Decolonizing Inclusive Education: Centering Heartwork, Care, and Listening. Erin has also contributed and written book chapters on topics such as leadership in Early Childhood education, embracing math inquiry, ‘whiteness’ in principal leadership, among several others in development. She is a member of the Ontario Association of Mental Health Professionals. She has also written for EdCan Network, NAEYC, and been featured on TVOLearn. In addition to her scholarship, Erin partners and learns alongside teacher leaders from across the country including educators and administrators within various Regional Centres for Education in Nova Scotia, school boards in Ontario, and school districts in British Columbia. (TwitterX: @DrErinKeith)
Courses
EDUC 436: Inclusive Practices II (BEd)
EDUC 514: Teaching Diverse Learners in Inclusive Settings I (MEd)
EDUC 517: Teaching Diverse Learners in Inclusive Settings II (MEd)
Keith, E. (ed.). (In Progress, 2024). Decolonizing inclusive education: Centering heartwork, care, and listening. IGI Global. https://www.igi-global.com/publish/call-for-papers/call-details/6869
Keith, E. (In Press, 2024). Walking: Attuning to a wholistic path of teacher well-being. In. Ken MacKinnon (ed.), Transformative change through educational leadership: Stories, models, and wonderings. Canadian Scholars.
McKinnon, K. & Keith, E. (In Press, 2024). White supremacy and principalship. In Zuhra Abawi, Stephanie Tuters, Andrew B. Campbell, & Ardavan Eizadirad (eds.), Activist leadership for inclusive schools: Canadian insights. Canadian Scholars—Women’s Press.
Keith, E. & Dias, D. (Under Review, 2024). Engaging and connecting with students’ beings through a culture of heartwork, care, and listening. Educational Leadership, ASCD Theme Issue, February 2024.
Keith, E. Tucker, A., & Clarke, C. (Under Review, 2024). Illuminating meshworks of pre-service teachers' curated co-living learning spaces. Canadian Journal of Action Research (CJAR) and the Canadian Association of Action Research in Education (CAARE) Special Edition.
Keith, E. (Under Review, 2024). (re)Envisioning instructor leadership strengthened through a culturally responsive lens. In Cindy Ives, Pamela Walsh, & Rebecca E. Heiser (eds.), Women and Leadership in Distance Education in Canada. Athabasca University Press.
Keith, E. & Maxwell, K. (Under Review, 2024). (re)Imagining and valuing adjunct faculty’s vast funds of knowledge. In Mary Drinkwater, Patrick Deane & Yusef Waghid, The Bloomsbury handbook of leadership and change in higher education: Responding to global crises, disruption, and uncertain futures. Bloomsbury.
Tucker, A., Keith, E. & Clarke, C. (In Progress, 2024). Exploring the image of the child through video club experiences.
Keith, E. & Keeley, K. (2023). Situating ourselves … Stepping towards reconciliation. In Sheila Cote-Meek & Taima Moeke-Pickering (eds.), Perspectives on Indigenous pedagogy in education: Learning from one another. IGI Global. https://www.igi-global.com/book/perspectives-indigenous-pedagogy-education/284057
Keith, E. (2023). Preserve teachers’ experiential leading and learning of inclusion strategies. International Journal of Technology and Inclusive Education (IJTIE), 12(1), ISSN 2047-0533. https://infonomics-society.org/wp-content/uploads/Preserve-teachers-experiential-leading-and-learning-of-inclusion-strategies.pdf
Keith, E., & Maich, K. (August 2022). Reframing mental health in schools: Using case stories to promote global dialogue. Rowman & Littlefield. https://rowman.com/ISBN/9781475852875/Reframing-Mental-Health-in-Schools-Using-Case-Stories-to-Promote-Global-Dialogue
Keith, E. (2022). Early Years Inclusion. In Maich, K., & Sider, S. (2022). Leadership for Inclusive Schools. Rowman & Littlefield. https://rowman.com/ISBN/9781475852776/Leadership-for-Inclusive-Schools-Cases-from-Principals-for-Supporting-Students-with-Special-Educational-Needs
Keith, E. (2020). Connecting literacy and math in the preschool classroom. In Deanna Pecaski McLennan, Embracing math: Cultivating a mindset for exploring and learning. NAEYC. https://www.naeyc.org/resources/pubs/books/embracing-math
Keith, E. (2020, November 10). In Conversation with Erin Keith. TVO Teach Ontario. https://www.teachontario.ca/community/explore/in-conversation-with/blog/2020/11/10/in-conversation-with-dr-erin-keith
Maich, K., Keith, E., Henning, S., & Mallabar, M. (2018). Making MaKey MaKey an Assistive Technology Tool. Education Canada. https://www.edcan.ca/articles/makey-makey-assistive-resource/
Keith, E. (2016). An investigation on the value of integrating mental health supports in education to build capacity for change. Western University, Electronic Thesis and Dissertation Repository. 4038. http://ir.lib.uwo.ca/etd/4038
