Doctoral Student Publications

Aljaadi A.M., Alharbi M. (2020). Overweight and Obesity Among Saudi Children: Prevalence, Lifestyle Factors, and Health Impacts. In: Laher I. (eds) Handbook of Healthcare in the Arab World. Springer, Cham. https://doi.org/10.1007/978-3-319-74365-3_187-1

Chu, E. L. (2019). Exploring curriculum as an experience of consciousness transformation. Cham, Switzerland: Palgrave Macmillan.

Sant, E., Lewis, S., Delgado, S., & Ross, E. W. (2018). Justice and global citizenship education. In I. Davies, H. Li-Ching, D. Kiwan, C. L. Peck, A. Peterson, E. Sant, & Y. Waghid (Eds.), The Palgrave Handbook of Global Citizenship and Education (pp. 227-243). London: Palgrave Macmillan.

Clarke, A., Fritzlan, A., & Robertson, S. (2021). Mentoring as a professional practice: Inquiry, sense-making, and collaboration.  In J. Mena & A. Clarke (Eds.), Teacher induction and mentoring: Supporting Beginner Teachers (197–220). Switzerland: Palgrave McMillan.

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.

Huston, L. & Michano-Drover, S., (2022). Placing the Child’s Hands on the Land: Conceptualizing, Creating and Using a Land-based Play Space, In S.S. Peterson & N. Friedrich (Eds.), Roles of place and play in young children’s oral and written language. Toronto, ON: University of Toronto Press.

Hodson, J., Hedican, N., Huston, L., Mason, B., Junnila, M., Falcigno, K., Evans, K., (2020). Indigenous Early Childhood Education Leadership – Summative Report Anishininiiwi awaashishiiw kihkinohamaakewi niikaanihtamaakew, Thunder Bay, Canada. http://indigagogy.com/The%20OSHKI-WENJACK%20FINAL%20SUMMATIVE%20REPORT.pdf

Jales Coutinho, A.M. (2023). Love in the Post-Reconceptualist Era of Curriculum Work: Deliberations on the Meanings of Care (1st ed.). Routledge. https://doi.org/10.4324/9781003359968

Kinslow, A.  (2017). Performing Landing: Place, Pedagogy and Transformation. In K. Staikidis & C. Ballengee-Morris (Eds.), Transforming Our Practices: Indigenous Art, Pedagogies, and Philosophies. (pp. 37-40) National Art Education Association.

Laszcik, A., Irwin, R.L., Cutter-Mackenzie-Knowles, A., Rousell, D., & Lee, N. (Eds.). (2021). Walking with A/r/tography.  [Palgrave Studies in Movement across Education, the Arts and the Social Sciences]. NY: Palgrave.

Lasczik, A., Cutter-Mackenzie-Knowles, A., Rousell, D., & Lee, N. (2021). Orientation to walking with a/r/tography. In A. Lasczik, A., R. L. Irwin, Cutter-Mackenzie-Knowles, D. Rousell, & N. Lee (Eds.), Walking with A/r/tography (pp. 1-16). Springer.

Lee, N.Y.S., Wong, L.E., & Ursino, J.M. (Eds.) (2022). Lingering with the Works of Ted T. Aoki: Historical and Contemporary Significance for Curriculum Research and Practice. 1st Edition. Routledge Taylor & Francis.

Lee, N. & Morimoto, K. (2021). Walking curricular paths in the virtual : The Stanley Parable and Minecraft. In A. Lasczik, A., R. L. Irwin, Cutter-Mackenzie-Knowles, D. Rousell, & N. Lee (Eds.), Walking with A/r/tography (pp. 39-48). Springer.

Lenz Kothe, E.  (2017). Considering Reciprocal Pedagogy in the Borderlands. In K. Staikidis & C. Ballengee-Morris (Eds.), Transforming Our Practices: Indigenous Art, Pedagogies, and Philosophies. (pp. 84-91) National Art Education Association.

MacDougall, D., Irwin, R. L., Boulton, A., LeBlanc, N. & May, H. (2018). Encountering research as creative practice: Participants giving voice to the research. In L. Cutcher & L. Knight (Eds.). Arts-Research-Education: Connections and directions (pp. 31-60). London: Springer.

Mosavarzadeh, M., & Morimoto, K. (Eds.). (2020). Making – Place: International postcard exhibition. InSEA Publications.
https://www.insea.org/making-place-international-postcard-exhibition/

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.

Murillo, F. (2017) La perspectiva de Justicia Social en la Formación Inicial Docente: tensiones y posibilidades desde un Análisis Crítico del Discurso. Editorial Académica Española.

Nazari, S., & Heng Hartse, J. (2018). Duoethnography: Provoking ideology and curriculum in dialogic voices. In E. Hasebe-Ludt & C. Leggo (Eds.), Canadian Curriculum Studies: A Métissage of Inspiration/Imagination/Interconnection (pp. 165-173). Toronto, Ontario: Canadian Scholars’ Press.

Heng Hartse, J., & Nazari, S. (2018). Duoethnography: An interfaith dialogue on lived experiences in TESOL. In M. S. Wong & A. Mahboob (Eds.), Spirituality & English Language Teaching: Religious Explorations of Teacher Identity, Pedagogy and Context (pp. 46-62). UK: Multilingual Matters.

Segatto, C., Louzano, P., Cox, C., Marfán, J., Ow, M., & Santos, A.F. (2019). Different models of initial teacher education: an analysis of four pedagogy courses [Diferentes modelos de formação inicial de professores: uma análise de quatro cursos de pedagogia] in: The Role of Practice in Initial Teacher Education [O Papel da prática na formação inicial de professores]. Instituto Península, Profissão Docente. São Paulo: Moderna.

Louzano, P., Cox, C., Marfán, J., & Santos, A.F. (2019). The pedagogy course at Diego Portales University, Chile [O curso de pedagogia da Universidade Diego Portales, Chile] in: The Role of Practice in Initial Teacher Education [O Papel da prática na formação inicial de professores]. Instituto Península, Profissão Docente. São Paulo: Moderna.

Ursino, J., Irwin, R. L., Lee, N., Morimoto, K. & Mosavarzadeh, M. (2021). Pedagogical Affect and the Curricular Imperative in a Moment of Poesis. In A. Lasczik, R. L. Irwin, A. Cutter-Mackenzie-Knowles, D. Rousell & N. Lee (Eds.), Walking with A/r/tography (pp. 17-38). Palgrave.

Wang, W. (2014). The Yuanpei Program in Peking University–a case study of curriculum innovation. Springer: Berlin Heidelberg. http://webcat1.library.ubc.ca/vwebv/holdingsInfo?searchId=92444&recCount=10&recPointer=0&bibId=7395903

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. http://webcat1.library.ubc.ca/vwebv/holdingsInfo?searchId=92447&recCount=10&recPointer=1&bibId=7397652

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Alharbi, M., Tan, Y. S. M., & Lo, C. O. (2020). Foodways, community, and film-making: A case study of funds of knowledge in higher education. Higher Education Pedagogies, 5(1), 310-323. https://doi.org/10.1080/23752696.2020.1841569

Michelle Tan, Y. S., Owen Lo, C., & Alharbi, M. (2020). Promoting student learning through diasporic foodways: Community-oriented pedagogy through films. Teaching in Higher Education, , 1-18. https://doi.org/10.1080/13562517.2020.1830366

Alharbi, M. (2018). Becoming a teacher in saudi arabia: Female role models and mentors.Reflections : Narratives of Professional Helping, 24(4), 84-89. https://reflectionsnarrativesofprofessionalhelping.org/index.php/Reflections/issue/view/131 .

Alharbi, M., & Renwick, K. (2017). Saudi Arabian home economics curriculum: Searching for deep learning. International Journal of Home Economics, 10(2), 109.

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

Banack, H., Beattie, A. E., Berger, I., Montague, A., and Strich, D. (2018). Acts of reading and gathering in place: Our stories so far… Ecothinking, 1. http://www.eco-thinking.org/index.php/journal/article/view/19/32

Dawson, K. and Beattie, A. E.(2018). Locating the Educator in Outdoor Early Childhood Education.Australian Journal of Environmental Education. doi: 10.1017/aee.2018.24

Beattie, A. E. (2015). Environmental Education and Digital Technology: Wander No Longer. Of Land & Living Skies, 5: 20. http://saskoutdoors.org/userdata/files/196/Issue%205-FINAL-web.pdf

Beattie, A. E. (2015). A Young Child’s Perspectives on Outdoor Play: A Case Study from Vancouver, British Columbia. International Journal of Early Childhood Environmental Education, 3(1): 38-53. https://naaee.org/sites/default/files/eepro/resource/files/ijecee31.pdf

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.

Capó García, R. (2021). (De)colonizing critiques: Critical pedagogy, currere, and the limits of the colonial mentality. The Journal of Curriculum Theorizing, 36(2), 43-55.

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

Code, J., Ralph, R. & Forde, K. (2022). A disorienting dilemma: Teaching and learning in technology education during a time of crisis. Canadian Journal of Science, Mathematics and Technology Education. https://doi.org/10.1007/s42330-022-00191-9

Code, J., Ralph, R. & Forde, K., (2020). Pandemic designs for the future: Perspectives of technology education teachers during COVID-19. Information and Learning Science, 121(5/6), 419-431. https://doi.org/10.1108/ILS-04-2020-0112

Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612

Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100.  https://doi.org/10.1080/00167487.2023.2217632

Fuchs, T.T. & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1). https://doi.org/10.1007/s42330-022-00200-x

Fuchs, T.T., Bonney, K.M., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. American Biology Teacher, 83(1), 5-11. DOI: https://doi.org/10.1525/abt.2021.83.1.5.

Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2021). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2021.1908658.

Clark, P., Gemmell, K., & Gleason, M. (2018). Historical Studies in Education/Revue d’histoire de l’éducation – A journal’s journey from past to present. Scholarly Research and Communication, 9(1): 1-11.

Clark, P., & Gemmell, K. (2017). “The school book question is a farce:” Textbook provision in Nova Scotia, 1864-1944. Acadiensis: Journal of the History of the Atlantic Region, 46(2): 59-87.

Goh, D. (2022). Rethinking textbooks as active social agents in interpretivist research. The Curriculum Journal, 1–16. https://doi.org/10.1002/curj.162

Goh, D. (2021). Book review: Understanding the school curriculum: Theory, politics and principles. Journal of the Canadian Association for Curriculum Studies, 19(1), 129–136. https://doi.org/10.25071/1916-4467.40551

Stagg-Peterson, S., Huston, L., Ings, E., Mason, B., & Falcigno, K. (2022). Awakening Indigenous Knowledge: Perspectives and Experiences of Indigenous Early Childhood Education Diploma Students. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 56(1). Retrieved from https://mje.mcgill.ca/article/view/9892

Hudson., M., & Huston., L. (2021). We are all in it together: Supporting hearts and minds during unprecedented times. Journal of Childhood Studies, 46(3), 53-62. https://doi.org/10.18357/jcs463202120026m

Huston., L., Mason. B & Loon, R. (2020). Culturally Responsive Indigeneity of Relations: Embracing the Needs of First Nation Children Through the Voices of First Nation Early Childhood Educators. Journal of Childhood Studies, 45 (4), 68 81. https://doi.org/10.18357/jcs00019203.

Peterson, S.S., Huston, L., & Loon, R. (2019). Preparing Indigenous teachers from remote communities: Voices from Northern Ontario, Brock Journal of Education, 48(2), 17-32.

Huston, L., (2018). The Leadership Journey in the Spirit of indigenous Early Childhood Educators in remote Northern First Nations Communities, Association of Early Childhood Educators Ontario (AECEO), 2, No 1(Spring/Summer 2018), 45-56. https://drive.google.com/file/d/1YBa6ishzwBwEb8sYSXLRnnfiZwNGSTUd/view

Iskander, L. (2021). Nonbinary beginning teachers: Gender, power, and professionalism in teacher education. Teachers College Record, 123 (9), https://www.tcrecord.org ID Number: 23831.

Khayatt, D. & Iskander, L. (2020). Reflecting on ‘coming out’ in the classroom. Teaching Education.
DOI: https://doi-org.ezproxy.library.ubc.ca/10.1080/10476210.2019.1689943

Kinslow, A.  (2013) Treading the Path of the Heart. E. Ritskes (Ed.) Decolonization: Indigeneity, Education & Society, Vol 2, No. 2 (Open Access journal) ISSN 1929-8692 http://decolonization.org/index.php/des/article/view/19610

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.

Lenz Kothe, E., 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: http://www.cjnse-rcjce.ca/ojs2/index.php/cjnse/article/view/323/pdf

Madden, B. (2015). Pedagogical pathways for Indigenous education with/in teacher education. Teaching and Teacher Education, 51,1-15. Available at: http://authors.elsevier.com/a/1R7u6,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.

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: http://ineducation.ca/ineducation/article/view/153/652

Marsden, R. (2014, Jan/Feb). Anishinaabe Research & Bimaadiziwin, or ‘the Good Life’. Complicity: An International Journal of Complexity & Education, 11(1). Introduction & article: http://ejournals.library.ualberta.ca/index.php/complicity/article/view/21431/16149
http://ejournals.library.ualberta.ca/index.php/complicity/article/view/21425/16142

Mosavarzadeh, M., & Ding, P. (2022). Hold Me: Togetherness as an Aesthetic Experience. International Journal of Art & Design Education. https://doi.org/10.1111/JADE.12425

Mosavarzadeh, M., Mahlouji, Sh., Moussavi, Y., & Sarreshtehdari, E. (2022). Walking with water: (Re)making pedagogical relations through walking and artmaking. The Canadian Journal of Action Research, 22(2), 91-108. https://journals.nipissingu.ca/index.php/cjar/article/view/578

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

O’Sullivan, M. (2019). I played for my father. Action, Criticism, Theory for Music Education, 18(2), 190-98. http://act.maydaygroup.org/volume-18-issue-2/act-18-2-osullivan/

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.

Louzano, P., Freitas, P. F., Santos, A. F., Ribeiro, V. M., & de Gusmão, J. B. (2018). Implementation of educational policies: elements for the debate and contributions to the field [Implementação de políticas educacionais: elementos para o debate e contribuições para o campo]. Cadernos Cenpec| Nova série, 8(2).

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.

Halsall, T., Mahmoud, K., Iyer, S.N., Orpana, H., Zeni, M., & Matheson, K. (2023).  Implications of time and space factors related with youth substance use prevention: a conceptual review and case study of the Icelandic Prevention Model being implemented in the context of the COVID-19 pandemic. International Journal of Qualitative Studies on Health and Well-being, 18:1, DOI: 10.1080/17482631.2022.2149097

Molyneux, T., Zeni, M.,Oberle, E. (2022). Choose Your Own Adventure: Promoting Social and Emotional Development through Outdoor Learning. Early Childhood Education Journal. https://www.springer.com/journal/10643.

Eva Oberle, Megan Zeni, Fritha Munday & Mariana Brussoni (2021). Support Factors and Barriers for Outdoor Learning in Elementary Schools: A Systemic Perspective, American Journal of Health Education, DOI: 10.1080/19325037.2021.1955232.

Brussoni, M., Han, C., Jacob, J., Munday, F., Zeni, M., Walters, M., Cheng, T., Schneeberg, A., Fox, E., Oberle, E. (2021).  A Web-Based Risk Reframing Intervention to Influence Early Childhood Educators’ Attitudes and Supportive Behaviors Toward Outdoor Play: Randomized Controlled Trial.  JMIR Research Protocols.

Cheng, T., Brussoni, M., Han, C., Munday, F., Zeni, M. (2021). Perceived Challenges of Early Childhood Educators in Promoting Unstructured Outdoor Play: An Ecological Systems Perspective. Early Years: an international research journal.

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.

Santos, A.F. (2020) Mathematics curriculum implementation through high-order cognitive tasks. In: 64th Annual Conference Comparative and International Education Society. Miami (Virtual).

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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: http://www.sfu.ca/education/cels/bilingual/bilingual-corner/social-justice-and-higher-education.html>