Howell, L., & Donald, D. Moose legs and countermaps: Reimagining teacher education with Indigenous wisdom traditions. (2026, under review). In A. Ardavan, E. Kilinc, & J. Straub (Eds.), Research as Activism in Education: Community-Oriented Perspectives. Palgrave McMillan.

Howell, L., & Ng-A-Fook, N., King, J. (2025, accepted). Teaching and Learning with Children and Youth as Keepers of the Possible: A Human Rights Centered Education for Truth and Reconcilia(c)tion. John Humphrey Centre for Peace and Human Rights.

Abuzaid, Y., Amalraj, D., & Howell, L. (2024). Occupy Tabaret: 72 days of resistance and solidarity. Home/field,  Society for the Anthropology of North America.

Howell, L. & Ng-A-Fook, N. (2023). Truth and then Reconciliation Research: An emerging field of Educational Studies. In R. Coloma & J. Rhee (Eds.), Diversity, Democracy, and Social Justice in Education, International Encyclopedia of Education, 4th edition, vol. 8, pp. 272-282.  Elsevier.

Howell, L., Ng-A-Fook, N., Giroux, B. (2023). Professional Learning in a Community of Relations Unsettling Professional Learning: Engaging Head, Heart and Spirit in Reconciliation with the Caring Society. Education Canada. https://www.edcan.ca/articles/professional-learning-in-a-community-of-relations/.

Howell, L., & Ng-A-Fook, N. (2023). Just because we’re small doesn’t mean we can’t stand tall: A Child and Youth Rights Movement, Journal of Social Justice Research, 17(1), 112-135.

Howell, L. & Ng-A-Fook, N. (2022). A Case of Senator Lynn Beyak and Anti-Indigenous Systemic Racism in Canada. Canadian Journal of Education, 45(1), 1-34. 

Howell, L., & Brittain, M. (2022). Just Because We’re Small Doesn’t Mean We Can’t Stand Tall: Education for Reconciliation in the Elementary Classroom. First Nations Child and Family Caring Society. 

Howell, L., Brant-Birioukov, K., & Ng-A-Fook, N. (2021). National Day for Truth and Reconciliation: Universities and schools must acknowledge how colonial education has reproduced anti-Indigenous racism. The Conversation. 

Howell, L. (2021). From policy to praxis: Culturally sustaining/revitalizing pedagogy, equity policy, and the lived experiences of inclusion. Education Journal - Revue de education, 7(1), 12-15. 

Howell. L. (2014). How can a social movement feel so meaningless? A parent and teacher reflects on “We Day”. Our Schools/ Ourselves, 23(4), 101-109. The Canadian Centre for Policy Alternatives: Ottawa, ON.