Doctoral Student Publications

Doctoral student names in bold.
Books and Book Chapters

Gautreaux, M. (2017). Revitalizing the Common(s) in New Mexico: A Pedagogical Consideration of Socially Engaged Art. In. Means, A. J., Ford, D. R., Slater, G. B. (Eds.), Educational Commons in Theory and Practice: Global Pedagogy and Politics (pp. 249-269). New York, NY: Palgrave Macmillan.

Gautreaux, M.  (2016) Neoliberal Education Reform’s Mouthpiece: Education Week’s Discourse on Teach for America. In Wubbena Z.,  Ford, D., and Porfilio, B. (Eds.), News Media and the Neoliberal Privatization of Education. Information Age Press.

Gómez, H. & Murillo, F. (2015) Formación Docente: Demandas desde la Frontera. Santiago, UCSH.

Murillo, F. (en prensa) La formación profesional más allá del saber-hacer: consideraciones y desafíos para una gestión curricular post-competencial. In Gómez, H., Castro, C., Reyes, L. (Eds.) Desafíos y tensiones en la gestión del curriculum: teoría y práctica. (pp. 85-91) Santiago, UCSH.

Wang, W. (2014). The Yuanpei Program in Peking University–a case study of curriculum innovation. Springer: Berlin Heidelberg.

Wang, C. & Wang, W. (2014). Indirect vs. Direct Instructional Approaches to Teaching Research Methodology. In W. Ma (Ed.) East meet west in teacher preparation: crossing Chinese and American Borders. (105-125). Teacher’s College Press: New York.

Journal Articles

Anderson, S. (2017). The stories nations tell: Sites of pedagogy, historical consciousness, and national narratives. Canadian Journal of Education, 40 (1): 1-38.

O’Donoghue, D., Berard, MF. (2014) Six qualities of socially engaged design: Emerging possibilities for K-12 art education programs. Art Education 67(6), 6-10.

Delgado, S. & Ross, E. W. (2016).  Students in revolt: The pedagogical potential of student collective action in the age of the corporate university.  Knowledge Cultures, 4(6): 141-158.

Delgado, S., Gautreaux, M. & Ross, E. W. (2016). La literatura infantil como herramienta para enseñar cuestiones relativas al poder, la tiranía y la justicia social [Children’s literature as a tool to teach issues of power, tyranny and social justice]. Íber: Didáctica de las Ciencias Socials, Geografia e Historia, 82, 50-55.

Delgado, S. & Gautreaux, M. (2015). Film Review of Economic Freedom in Action: Changing Lives. Workplace, 25, 52-57.

Delgado-Betancourth, S. X. (2014). Rethinking Economics Education: Challenges and Opportunities. Workplace, 23, 48-56. ISSN 1715-0094

Michelle Therese Gautreaux. (2015). Neoliberal education reform’s mouthpiece: Analyzing Education Week’s discourse on Teach for America. Critical Education, 6(11).

Hales, A. (2015). “A multitude of wedges:” Neoliberalism and micro-political resistance in British Columbia’s public schools 2001-2014. Workplace, 25, 53-63.

Elsa Lenz Kothe, Mary Jo Maute, & Chris Brewer. (2015). Vanishing Ice: Art as a Tool for Documenting Climate Change. Art Education, 68(2), 48–54.

Kothe, E. L., Higgins, M., Stiegler, S., Bérard, M., & Madden, B. (2015). A quick guide to speed-dating theorists through Thinking with theory in qualitative research: Viewing data across multiple perspectives [Review of the book Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives by A. Jackson & L. Mazzei]. Canadian Journal for New Scholars in Education, 6(1), 68-78. Available at:

Madden, B. (2014). Coming full circle: White, Euro-Canadian teachers’ positioning, understanding, doing, honouring, and knowing in school-based Aboriginal education. In Education, 20(1), 57-81. Available at:

Madden, B. (2015). Pedagogical pathways for Indigenous education with/in teacher education. Teaching and Teacher Education, 51,1-15. Available at:,GtqvXIW8

Higgins, M., Madden, B., & Korteweg, L. (2015). Witnessing (halted) deconstruction: White teachers’ ‘perfect stranger’ position in urban Indigenous education. Race Ethnicity and Education, 18(2), 251-276.

Marsden, R. (2014, Jan/Feb). Anishinaabe Research & Bimaadiziwin, or ‘the Good Life’. Complicity: An International Journal of Complexity & Education, 11(1). Introduction & article:

Gómez, H., Núñez, I., Murillo, F. (en prensa) Decolonizar y Queerezar lo docente: repensando el discurso de la formación docente.

Raisinghani, L. (2016). Social justice in Mathematics: Mathematics for all!  Needs, prospects and possibilities.  Vector: The Official Journal of the BC Association of Mathematics Teachers, 57 (1): 29 – 33. Fall.

Raisinghani, L. (2016). (Re)searching (Trans-Multi)culturally responsive curricular conversations.  Journal of the Canadian Association for Curriculum Studies, 14 (1): 182 – 198.

Gouzouasis, P., Ryu, J. (2014). A pedagogical tale from the piano studio: Autoethnography in early childhood music education research. Music Education Research, 1-24. oi:10.1080/14613808.2014.972924

Don Krug & Ashley Shaw (2016). Reconceptualizing ST®E(A)M(S) Education for Teacher Education, Canadian Journal of Science, Mathematics and Technology Education, 16:2, 183-200, DOI: 10.1080/14926156.2016.1166295

Stiegler, S. (2016). Privacy for all students?: Talking about and around trans students in ‘public’. Curriculum Inquiry, 46(4): 348-368. doi: 10.1080/03626784.2016.1209638.

Stiegler, S. (2016). ‘Getting to [un]known you’: Opening up construction and imaginations of youth. Discourse: Studies in the cultural politics of education. doi: 10.1080/01596306.2016.1187114.

Loutzenheiser, L. W. and Stiegler, S. (2016) Youth. In N. Rodriguez, E. Brockenbrough, J. Ingrey, and W. Martino (Eds.) Queer Studies and Education: Critical Concepts for the Twenty-First Century (pp. 473-81). New York: Palgrave MacMillan.

Stiegler, S. and Sullivan, R. E. (2015). How to ‘fail’ in school without really trying: Queering pathways to success. Pedagogy, Culture and Society. 23(1): 65-83. doi: 10.1080/14681366.2014.919956.

Stiegler, S. (2015). Review of the book Sexuality in school: The limits of education, by J. Gilbert. Journal of the Canadian Association for Curriculum Studies, 15(2), 134-145.

Thomas, K., Thulson, A. (2014). Not Showing. Visual Arts Research Journal, Volume 40, Number 1, Issue 78, pp. 138-140. University of Illinois Press.

Conference Proceedings

Royea, D. A., Nicol, C., & Osana, H. P. (in press). “Borrowing from the neighbour”: Preservice tecachers’ interpretations of student errors. Proceedings of the 39th annual meeting of the International Group for the Psychology of Mathematics Education. (July 2015 in Tasmania – proceedings not published yet)

Royea, D. A., Medina, M. A., Raisinghani, L., Yaro, K., & Nicol, C. (2014). Exploring preservice teachers’ mathematical and pedagogical engagement. In S. Oesterle, C. Nicol, P. Liljedahl, P., & D. Allan (Eds.). Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 6, 215.

Raisinghani, L., Yaro, K., Royea, D. A., McDonald, R., & Nicol, C. (2014). Opportunities for learning: Exploring preservice teachers’ engagement with mathematical tasks. In S. Oesterle, C. Nicol, P. Liljedahl, P., & D. Allan (Eds.). Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 6, 203.



Murillo, F. (2014) Social Justice and Higher Education: How are we walking the talk? – bilingual commentary at Centre for Education, Law and Society – Simon Fraser University. Link:>