Doctoral Student Publications

Doctoral student names in bold.
Books and Book Chapters

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.

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.

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.

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.

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.

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

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.

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.

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.

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

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.

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.

Alharbi, M. (2018). Becoming a teacher in saudi arabia: Female role models and mentors.Reflections : Narratives of Professional Helping, 24(4), 84-89. .

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.

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.

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.

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

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:

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.

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.

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

Khayatt, D. & Iskander, L. (2020). Reflecting on ‘coming out’ in the classroom. Teaching Education.

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

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:

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.

O’Sullivan, M. (2019). I played for my father. Action, Criticism, Theory for Music Education, 18(2), 190-98.

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.

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.

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.

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



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:>