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Kelsey Dayle John (Diné) is a member of the Navajo Nation and an Assistant Professor in the Department of Ethnic Studies. She studies interspecies learning in tribal communities, with a focus on equine-human interactions and Native American horse cultures/histories. She finds her theoretical locations within BIPOC feminisms, Indigenous studies, human-animal interaction, Diné Studies, and foundations of education. Previously, Kelsey taught in the Diné Studies department at Navajo Technical �Թ��� on Navajo Nation and the Gender and Women's Studies and American Indian Studies departments at the �Թ��� of Arizona. Kelsey is the founder and organizer of Horses Connecting Communities, a learning community that supports horse education on the Navajo Nation.��

Selected Publications

Peer Reviewed Book Chapters

John, K.D. (2024). ‘When I run I’m not half, I’m Diné: The pluriverse in connectedness of movement. In Romeo Garcia, Ellen Cushman, Damian Baca (Eds.), Literacies of/from the Pluriverse: Tools for Perseverance and Livable Futures.

John, K.D. & +Shieldcheif, M. (2023). Wild: An American Indian historical analysis. In B. Minteer & H.W. Greene (Eds.), A Wilder Kingdom: Rethinking the Wild in Zoos, Wildlife Parks, and Beyond.

John, K.D. (2023). ‘The horse is Indigenous to North America: Why silencing the horse is so important to the settler project', In R. De Vos (Ed.), Decolonising Animals, Sydney �Թ��� Press.

John, K.D. (2022). What does it mean to be educated? In P. Vallejo. & V. Werito, (Eds), Transforming Diné Education: Innovations in Pedagogy and Practice (pp. 101-108). �Թ��� of Arizona Press.

Stallones Marshall, L. & John, K.D. (2021). We are still here: Teaching Native American social justice in the K-12 classroom. In R.W. Evans (Ed.), Handbook on Teaching Social Issues (pp. 145-154). Information Age Publishing.

John, K.D. (2019). Animals. In Keywords in Radical Philosophy of Education. Brill-Sense.

*John, K.D. (2018). Rez Ponies and Confronting Sacred Junctures in Decolonizing and Indigenous Education. In L.T. Smith, E. Tuck, & K. W. Yang (Eds.), Indigenous and Decolonizing Studies in Education (pp. 50-61). New York: Routledge.

John, K.D. (2017). ‘Are you a feminist epistemologist?’ In S. Travis, A.M. Kraehe, E.J. Hood, & T.E. Lewis (Eds.), Pedagogies in the Flesh: Teaching, learning, and the embodiment of sociocultural differences in education, (pp. 145-149). Palgrave MacMillan.

*John, K.D. & Ford, D. (2017). The rural is nowhere: Bringing Indigeneity and urbanism into educational research. In W. M. Reynolds (Ed.), Forgotten places in the new gilded age of greed and insensitivity (pp. 3-13). New York: Peter Lang.

Refereed Journal Articles

John, K.D. (forthcoming). Relationships with horses and humans: Smith’s legacy. In Qualitative Research Journal. DOI: 10.1108/QRJ-03-2024-0070

John, K.D. (in press). What it’s like to be an off-rez rural Indian?: Adding complexity to place and education. In Special Issue In Rural Educator.

John, K.D., & John, G.H. (2023). A Review of Indigenous Perspectives in Animal BioSciences. Annual Review of Animal Biosciences, 11, 307-319.

John, K.D. & Williams-Brown, K. (2019). Settler/Colonial Violences: Black and Indigenous Coalition Possibilities through Intergroup Dialogue Methodology. In American Indian Culture and Research Journal, 43(2)135-156.

John, K.D. (2019). Animal Colonialism—Illustrating Intersections Between Animal Studies and Settler Colonial Studies through Diné Horsemanship. Humanimalia—A Journal of Human/Animal Interface Studies, 19(2). Retrieved from:

Jaffee, L.J. & John, K.D. (2018). Disabling the earth: Reframing disability justice in conversation with Indigenous theory and activism. Disability and the Global South: Special Issue Intersecting Indigeneity, Colonisation and Disability, 5(2), 1407-1429.

Co-Authored Books

Co-author, Black | Indigenous 100s Collective (2023). Say, Listen: Writing with Care. NP: Press.

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