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Duff, P. & Abdi, K. (2016). Negotiating ethical research engagements in multilingual ethnographic studies in education: A narrative from the field. In P. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives (pp. 121–141). New York: Routledge. Supervisor: Dr. Patricia Duff
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Accurso, K., & Levasseur, J. (2022) Building science teacher disciplinary linguistic knowledge with SFL. In L. H. Seah, R. Silver, & M. Baildon (Eds.), The role of language in content pedagogy: A framework for teachers’ knowledge (pp. 87-114). Springer. DOI: 10.1007/978-981-19-5351-4_5
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Shank Lauwo, M., Accurso, K., & Rajagopal, H. (2022). Plurilingualism, equity, and preservice teacher identity: Centring (linguistic) diversity in teacher education. TESL Canada Journal, 38(2), 114–139. https://doi.org/10.18806/tesl.v38i2.1359
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Liaw, M., & Accurso, K. (2021) Design and opportunity in critical multilingual/multimodal composing pedagogy. In D. Shin, T. Cimasko, & Y. Yi (Eds.), Multimodal writing in teaching and learning contexts: Multilingual perspectives (pp. 89–108). New York: Springer. DOI: 10.1007/978-981-16-0530-7_6
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Accurso, K., & Gebhard, M. (2021) SFL praxis in U.S. teacher education: A critical literature review. Language and Education, 35(5), 402–428. https://doi.org/10.1080/09500782.2020.1781880
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Accurso, K., & Mizell, J. (2020) Toward an anti-racist genre pedagogy: Considerations for a North American context. TESOL Journal Special Issue: Exploring the transformative potential of English language teaching for social justice. DOI: 10.1002/tesj.554
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Accurso, K., Gebhard, M., Harris, G., & Schuetz, J. (2021) Implications of genre pedagogy for refugee youth with limited or interrupted formal education. In D. Warriner (Ed.), Refugee education across the lifespan: Mapping experiences of language learning and language use (pp. 57–78). New York: Springer. https://doi.org/10.1007/978-3-030-79470-5_4
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Accurso, K. (2022) Pre-service science teachers’ written feedback practices following preparation for “sheltered” instruction. In M. Christison, J. Crandall, & D. Christian (Eds.) Global research on teaching and learning English: Integrating content and language instruction (pp. 126–143). New York: Routledge. DOI:10.4324/9781003181859-10
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Gebhard, M., & Accurso, K. (2020) Systemic functional linguistics. In C. Chapelle (Ed.), The Concise Encyclopedia of Applied Linguistics (pp. 1029–1037). New York: Wiley.
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Accurso, K. (2020) Bringing a social semiotic perspective to secondary teacher education in the United States. Journal of English for Academic Purposes Special Issue: Halliday’s Influence on EAP Practice.
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Gebhard, M., Accurso, K., & Chen, I. (2019) Paradigm shifts in the teaching of grammar in K-12 ESL/EFL contexts: A case for a social-semiotic perspective. In L. C. de Oliveira (Ed.), Handbook of TESOL in K-12 (pp. 249–263). Hoboken, NJ: Wiley. https://doi.org/10.1002/9781119421702.ch16
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Gebhard, M., Accurso, K., & Harris, G. (2019) Putting it all together: SFL in action. In M. Gebhard, Teaching and researching ELLs’ disciplinary literacies: Systemic functional linguistics in action in the context of U.S. school reform (pp. 239–271). New York: Routledge. DOI: 10.4324/9781315108391-9
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Accurso, K., Lopez Rodriguez, S., & Lopez, A. (2019) Challenging deficit perspectives of multilingual learners in everyday talk. MATSOL Currents, 42(1), 39–42.
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Accurso, K., Muzeta, B., & Pérez Battles, S. (2019) Reflection multiliteracies: Teaching meaning making across the visual and language arts. SPELT Quarterly Journal, 34(2), 2–16. DOI: 10.13140/RG.2.2.17060.53121
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Accurso, K., & Muzeta, B. (2020) Can monolingual language teachers be effective? TESOL Connections, May 2020, 1–5.
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Muzeta, B., Accurso, K., & Liaw, M. (2018) Teaching between languages: Five principles for the multilingual classroom. MATSOL Currents, 41(1), 38–42.
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Accurso, K., Gebhard, M., & Purington, S. (2017) Analyzing diverse learners’ writing in mathematics: Systemic functional linguistics in secondary pre-service teacher education. International Journal of Mathematics Teaching and Learning, 18(1), 84–108.
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Accurso, K. (2017) Exploiting the language of science: Teaching informational texts across grade levels. SPELT Quarterly Journal, 32(4), 2–16.
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Accurso, K., Gebhard, M. & Selden, C. (2016) Supporting L2 elementary science writing with SFL in an age of school reform. In L. C. de Oliveira & T. Silva (Eds.), Second language writing in elementary classrooms: Instructional issues, content-area writing and teacher education (pp. 126–150). New York: Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137530981_8
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Accurso, K. (2015) Language dominance/linguistic dominance. In S. Thompson (Ed.), Encyclopedia of diversity and social justice (pp. 656–657). New York: Rowman & Littlefield.
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Afreen, A., & Norton, B. (2024) Emotion labor, investment, and volunteer teachers in heritage language education. Modern Language Journal, 1–26. https://doi.org/10.1111/modl.12900
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Afreen, A. (2022) Translator identity and the development of multilingual resources for language learning. TESOL Quarterly. Advance online publication. http://doi.org/10.1002/tesq.3128
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Afreen, A., Norton, B. (2021). COVID-19 and Heritage Language Learning. RSC COVID-19 Series, 67. The Royal Society of Canada.
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Ahmed, A. (2024) Toward an emotional geography of language for rethinking Canadian identity in a transnational world. In V. Tavares & M. J. Maciel Jorge (Eds.), Reconstructions of Canadian identity: Towards diversity and inclusion (pp. 55-72). University of Manitoba Press. https://uofmpress.ca/books/reconstructions-of-canadian-identity
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Ahmed, A. (2025) Towards an affective approach to critical thinking pedagogy. Pedagogies: An International Journal, 1–16. https://doi.org/10.1080/1554480X.2025.2451793
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Ahmed, A., Morgan, B. (2025) Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration. System, Vol 131. https://doi.org/10.1016/j.system.2025.103642
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Morgan, B. & Ahmed, A. (2023) Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content-Based EAP Program. TESOL J. https://doi.org/10.1002/tesq.3213
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Ahmed, A. (2023) Mapping the intersections of critical language awareness and affective approaches to second language writing. Journal of Second Language Writing, 60, 100969. https://doi.org/10.1016/j.jslw.2023.100969
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Ahmed, A., & Morgan, B. (2021) Postmemory and multilingual identities in English language teaching: a duoethnography. The Language Learning Journal, 49(4), 483-498. https://doi.org/10.1080/09571736.2021.1906301
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Ahmed, A. (2019) How language teachers address the crisis of praxis in educational research. Oxford Review of Education, 45(6), 715-730. https://doi.org/10.1080/03054985.2019.1612342
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Ahmed, A. (2016) Why critical literacy should turn to “the affective turn”: Making a case for critical affective literacy. Discourse: Studies in the Cultural Politics of Education, 37(3), 381-396. https://doi.org/10.1080/01596306.2015.1042429
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Aloraini, H. (2018). Language, identity and education on the Arabian Peninsula: bilingual policies in a multilingual context. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2018.1466949 Supervisor: Dr. Andreea Cervatiuc
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Hare, J. & Anderson, J. (2010). Transitions to Early Childhood Education for Indigenous Children and Families: Social and Historical Realities. Australian Journal of Early Childhood, 35(2), 19-27. http://search.informit.com.au/documentSummary;dn=028093816081252;res=IELHSS
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Anderson, A. & Anderson, J. (2020). “Pedagogical” mathematics during play at home” an exploratory study. In P. Hundeland, I. Erfjord, & M. Carlsen (Eds.), Mathematics Education in the Early Years – Results from the POEM4 Conference, 2018 (pp. 421-439). Cham, Switzerland: Springer International Publishing.
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Anderson, J., Anderson, A., & *Ghaffartehrani, M. (2019). Transitions in early childhood education (Canada). In R. Heydon & M. Waniganayake (Eds.), Early Childhood Education. London: Bloomsbury Publishing. DOI: 10.5040/9781474209441.0049
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Downes, P., Nairz‐Wirth, E., & Anderson, J. (2018) Reconceptualising system transitions in education for marginalised and vulnerable groups. European Journal of Education, 53 (4), 441-446.
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Downes, P., Anderson, J., & Nairz‐Wirth, E. (2018) Conclusion: Developing conceptual understandings of transitions and policy implications. European Journal of Education, 53 (4), 541-556.
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Downes, P., Nairz-Wirth, E., & Anderson, J. (2018) European Journal of Education: Special themed issue on Transitions in Education. https://onlinelibrary.wiley.com/toc/14653435/2018/53/4
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Anderson, A. & Anderson, J. (2018). Math-in-context: A study of the types of math preschoolers ‘do’ at home. In I. Elia, J. Mulligan, A. Anderson, A. Baccaglini-Frank, & C. Benz (Eds.). Contemporary research and perspectives on early childhood mathematics education (pp. 183-202), Cham, Switzerland: Springer International Publishing.
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Anderson, A. & Anderson, J. (2018) Instruction and construction of mathematics at home: An exploratory study. In C. Benz, H. Gasteiger, A. Steinweg, P. Schoner, H. Vollmuth, & J. Zollner (Eds.) Mathematics Education in the Early Years-Results from the POEM3 Conference, 2016 (pp. 281-298). Cham, Switzerland: Springer International Publishing.
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Anderson, J., & Anderson, A. (2018). “No peeing on the sidewalk!”: Family literacy in culturally, linguistically, and socially diverse communities. Journal of Family Diversity in Education, 3(1), 77-91.
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Anderson, J., McTavish, M. & Kim. J. (2017) Lessons from parents, and with parents in early literacy learning for migrant and refugee students. Newark, DEL International Literacy Association. http://literacyworldwide.org/pcr
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Anderson, J., Anderson, A., Friedrich, N., & Teichert, L. (2017). “You guys should offer the program more often!”: Some perspectives from working alongside immigrant and refugee families in a bilingual family literacy program. In C. McLachlan, & A. Arrow (Eds.), Literacy in the early years: Reflections on international research and practice (pp. 63–78). New York: Springer.
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Anderson, J., Anderson, A., & Rajagopal, H. (2017). Promoting first language development and maintenance and capitalizing on “funds of knowledge” in family literacy programmes. In N. Kucirkova, C. Snow, V. Grover, & C. McBride-Chang (Eds.), The Routledge international handbook of early literacy education (pp. 351–361). New York: Routledge.
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Anderson, J. (2017). Family literacy programs in immigrant and refugee communities: Some observations from the field. Journal of Language and Literacy Education. Available at: http://jolle.coe.uga.edu/wp-content/uploads/2017/03/Anderson-1.pdf
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Anderson, J., Anderson, A., & Sadiq, A. (2017). Family literacy programmes and young children's language and literacy development: Paying attention to families' home language. Early Child Development and Care, 187 (3–4), 644–654.
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Anderson, J., Horton, L., Kendrick, M., & McTavish, M. (2017). Children's funds of knowledge in a rural northern Canadian community: A telling case. Language and Literacy, 19 (2), 20-32.
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Anderson, J., McTavish, M. & Kim. J. (2017). Early Literacy Learning for Immigrant and Refugee Children: Parents' Critical Roles. Thought Leadership Paper, Literacy Research Panel, International Literacy Association, Newark, DEL. https://literacyworldwide.org/docs/default-source/where-we-stand/ila-early-literacy-learning-immigrant-refugee-children.pdf
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Anderson, J., & Anderson, A. (2017). Immigrant and refugee families and family literacy programs: Perspectives, insights and challenges. In B Culligan and G. Mehigan (Eds.), Exploring the literacy landscape: Celebrating 40 years of practice (pp. 136-142). Dublin, Ireland: Literacy Association of Ireland.
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Anderson, J., Friedrich, N., Morrison, F., & Teichert, L. (2016). “Now he knows that there are two kinds of writing, two kinds of reading”: Insights and issues in working with immigrant and refugee families and communities in a bilingual family literacy program. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts (pp. 82–102). New York: Routledge.
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Anderson, A., Anderson, J., Hare, J., McTavish, M., & Prendergast, T. (2016). Language, and culture in early childhood: Home, school, and community contexts –An introduction. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts ) pp. 118. New York: Routledge.
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Stagg Peterson, S., Anderson, J., Budd, K., Kendrick, M., McIntyre, L., McTavish, M., Nteligou, B., & Riehel, D. (2016). Examining rhetorics of play in curricula in five provinces: Is play at risk in Canadian kindergartens? Canadian Journal of Education, 39(3), 1–26.
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Anderson, A., Anderson, J., Hare, J., & McTavish, M. (2016). Language, learning, and culture in early childhood: Home, school, and community contexts. New York: Routledge.
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Anderson, A., Anderson, J., Hare, J., & McTavish, M. (2015). Research with young children and their families in Indigenous, immigrant, and refugee communities. In O. Saracho (Ed.) Handbook of research methods in early childhood education (Vol. 2, pp. 115–145). Charlotte, NC: Information Age Publishing.
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Anderson, J., Anderson, A., & Gear, A. (2015). Family literacy programs as intersubjective spaces: Insights from three decades of working in culturally, linguistically and socially diverse communities. Language and Literacy, 17(2), 41–58.
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Duff, P., Anderson, T., Doherty, L., & Wang, R. (2015). Representations of Chinese language learning in contemporary English-language news media: Hope, hype, and fear. Global Chinese, 1(1), 139–168. Supervisor: Dr. Patricia Duff
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Anderson, J., Kendrick, M., Rogers, T., & *Smythe, S. (Eds.). (2005). Portraits of literacy across families, communities, and schools: Intersections and tensions. Mahwah, New Jersey: Lawrence Erlbaum Associates. 398 pages.
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Asselin, M., & Doiron, R. (2016). Ethical issues facing researchers working with children in international contexts. Journal of Childhood Studies, 41(1), 24–35.
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Doiron, R., & Asselin, M. (2015). Ethical dilemmas for researchers working in international contexts. School Libraries Worldwide, 21(2), 1–10.
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Asselin, M., Doiron, R., & Abebe, A. (2015). Applying an ecological model and standards for library development to build literacy in rural Ethiopian communities. In B. A. Schwartz & D. Oberg (Eds.), Global action on school library guidelines (pp. 133–153). Berlin/Boston: Walter de Gruyter GmbH.
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Johannessen-Stranger, E., Asselin, M., & Doiron, R. (2015). New perspectives on community library development in Africa. New Library World, 116(1/2), 79–93.
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Balyasnikova, N., Gillard, S. (2018). "I LOVE TO WRITE MY STORY": Storytelling and its role in seniors' language learning. The Canadian Journal for the Study of Adult Education, 30(2).
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Balyasnikova, N., Higgins, S. & Hume, M (2017). Enhancing Teaching English as an Additional Language Through Playfulness: Seniors (Ethno)Drama Club in Vancouver's Downtown Eastside. Tesol Journal.
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Becker-Zayas, A., Kendrick, M., & Namazzi, E. (2017, online version). Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances. Applied Linguistics Review, 9(2-3).  [print version available 2018].
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Mayer, Y., Hershler, L. D., Bulk, L. Y., Cook, C., Belliveau, G., Xie, K., & Jarus, T. (2024) Promoting Inclusion for Disabled Students in Healthcare Education: Using Research-based Theatre to Enhance Knowledge and Empathy. Nurse Education in Practice, Volume 79, 104085. https://doi.org/10.1016/j.nepr.2024.104085
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Cook, C., Belliveau, G., Lea, G. W., & Shigematsu, T. (2024) Research-based Theatre. In: Crawford, P., Kadetz, P. (eds) Palgrave Encyclopedia of the Health Humanities. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-26825-1_238-1
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Cook, C. & Belliveau, G. (2024) Empathy and Listening in Research-based Theatre. Arts. 13(5), 140; https://doi.org/10.3390/arts13050140
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Belliveau, G. (2025). Centering art-making in Research-based Theatre: A language and a/r/tographical inquiry. JACE (Journal of Artistic and Creative Education), 17(1). https://jace.online/index.php/jace/article/view/9017
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Nichols, J., Belliveau, G., Cox, S., Lea, G. W. & Cook, C. (2022) Key questions in evaluating audience impact: A mixed methods approach in research-based theatre. In D. Snyder-Young & M. Omasta (Eds.) Impacting Theatre Audiences: Methods for Studying Change. New York: Routledge. (pp. 161-172).
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Michalovich, A., Mayer, Y., Hershler, L., Bulk, L.Y., Cook, C., Graf, H., Lee, M., Belliveau, G., Jarus, T. (2022) Through a glass brightly: Generative ethical tensions in Research-based Theatre. Qualitative Inquiry. https://doi.org/10.1177/10778004221097677
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Jarus, T., Mayer, Y., Gross, E., Cook, C., Bulk, L.Y., Hershler, L., Nichols, J. & Belliveau, G. (2023) Bringing disability experiences front stage: Research-based Theatre as a teaching approach to promote inclusive health education. Nurse Education Today, 115. https://doi.org/10.1016/j.nedt.2022.105408
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Chi, X. B., & Belliveau, G. (2022) Between tradition and modernity: developments in Xiqu (Chinese opera) actor training, Theatre, Dance and Performance Training, 13:4, 616-622, DOI: 10.1080/19443927.2022.2135873
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Lea, G. W. & Belliveau, G. (2023) A Landscape of Ethics in Research-Based Theater: Staging Lives of Family Members Who Have Passed. Qualitative Inquiry. https://doi.org/10.1177/10778004221098991
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Shigematsu, T., Lea, G. W., Cook, C., Belliveau, G. (2022) A Spotlight on Research-based Theatre. Learning Landscapes Journal. https://doi.org/10.36510/learnland.v15i1.1081
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Belliveau, G. & Lea, G. W. (2023) Collaborating with soldiers in devising Contact!Unload. In J. McKinnon & H. Fitzsimmons-Frey (Eds.) Off Book: Devised Performance and Higher Education. Bristol, UK: Intellect Books. (pp. 335-351).
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Belliveau, G., Cook, C., Shigematsu, T., Mohseni, M., & Nichols, J. (2023) Addressing water-health equity through biological engineering and theatre. Nordic Journal of Art & Research, 12(2). https://doi.org/10.7577/ar.5637
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Nichols, J., Cox, S., Cook, C, Lea, G. W. & Belliveau, G. (2022) Research-based theatre about veterans transitioning home: A mixed methods evaluation of audience impacts. Social Science & Medicine, 292 https://doi.org/10.1016/j.socscimed.2021.114578
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Lea, G., Belliveau, G., Westwood. (2020) Staging Therapeutic Enactment with Veterans in Contact!Unload. Qualitative Research in Psychology, 17(4), 521-540.
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Shigematsu, T., Cook, C., Belliveau, G., & Lea, G. W. (2021) Research-based Theatre across disciplines: A relational approach to inquiry. Applied Theatre Research, 9(1), 55-72. https://www.intellectbooks.com/applied-theatre-research
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Nichols, J., Cox, S., & Belliveau, G., (2020) Understanding the impacts of Contact!Unload on audiences. In G. Belliveau & G. Lea (Eds.). Contact!Unload: Military veterans, trauma, and research-based theatre. Vancouver, CA: UBC Press. (pp. 160-171).
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Belliveau, G., McLean, B., Cook, C. (2020) Impact on veteran performers. In G. Belliveau & G. Lea (Eds.). Contact!Unload: Military veterans, trauma, and research-based theatre. Vancouver, CA: UBC Press. (pp. 79-92).
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Cook, C., Shigematsu, T, Belliveau, G. (2020) Teaching Research-based Theatre online: A narrative of practice. Arts Praxis, 7(2), 56-69.
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Belliveau, G., Cox, S., Nichols, J., Lea, G. W. & Cook, C. (2021) Examining the Ethics of Research-Based Theatre through Contact!Unload. In T. Prentki & A. Breed (Eds.) The Routledge Companion to Applied Performance. London: Routledge. (pp. 141-148).
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Chi, X., Belliveau, G., Dong, B. (2021) Looking back and looking forward: Educational Drama in Chinese language arts education. Research in Drama Education: The Journal of Applied Theatre and Performance, 26(2), 312-317.
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Belliveau, G. & Lea, G. (Eds.) (2020) Contact!Unload: Military Veterans, Trauma, and Research-based Theatre. Vancouver, CA: UBC Press. (233 pages)
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Bendiksen, S.A., Østern, A., Belliveau, G. (2019). Literacy events in writing play workshops with children aged three to five: A study of agential cuts with the artographic triple dimensions as a lens. International Journal of Education & the Arts, 20(3).
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Cox, S. & Belliveau, G. (2019). Health Theatre: Embodied research. In P. Leavy (Ed.) Oxford Handbook on Methods for Public Scholarship. Oxford University Press. (pp. 335-357).
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Belliveau, G. & Prendergast, M. (2019) Shadows of history, echoes of war: Performing alongside veteran soldiers and prison inmates in two Canadian applied theatre projects. In M. Finneran & M. Anderson (Eds.) Education and theatres: Beyond the four walls. New York: Springer (pp. 211-225).
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Lea, G. W. & Belliveau, G. (2019) Research-based theatre as educational research innovation. In M. Peters & R. Heraud (Eds.) Encyclopedia of Educational Innovation. Singapore: Springer. (pp. 1-7).
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Belliveau, G., Cook, C., MacLean, B., & Lea, G. (2019). Thawing Out: Therapy Through Theatre with Canadian Military Veterans. The Arts in Psychotherapy, 62, 45-51
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Belliveau, G. (2018). Releasing trauma. In P. Tortell, M. Turin & M. Young (Eds.) Memory (pp. 129-139). Vancouver: UBC Press & Peter Wall Institute for Advanced Studies.
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Belliveau, G. & Sinclair, C. (2018). Touchstones of practice: Consideration from the theatre workshop floor. In Duffy, P., Hatton, C. & Sallis, R. (Eds.) Drama Research Methods: Provocations of Practice (pp. 3-18). Leiden, Netherlands: Brill/Sense Publishers.
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Prendergast, M. & Belliveau, G. (2018). Misperformance ethnography. In M. Cahnmann-Taylor & R. Siegesmund (Eds.) Arts-Based Research in Education: Foundations for Practice. New York: Routledge. (99-114).
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Cook, C. & Belliveau, G. (2018). Community Stories and Growth through Research-Based Theatre. Learning Landscapes Journal, 11 (2), 107-124. https://learninglandscapes.ca/index.php/learnland/article/view/950
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Belliveau, G. (2018). Performing research: Contemplating what it means to be a man. Artizein: Arts & Teaching Journal, 3(1), 38-45. https://opensiuc.lib.siu.edu/atj/vol3/iss1/7/
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Belliveau, G., Shigematsu, T., & Wasserman, J. (2017). Theatre in Canada: What’s next? In P. Tortell (Ed.), Reflections of Canada (pp. 261–266). Peter Wall Institute for Advanced Studies, Vancouver, BC: UBC Press.
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Belliveau, G. (2017). Historiography and The Komagata Maru Incident. In H. Davis-Fisch (Ed.), Past Lives: Performing Canada's Histories (pp. 305–310). Toronto: ON: Playwrights Canada Press.
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Irwin, R., Belliveau, G., LeBlanc, N., & Ryu, J. Y. (2017). A/r/tography as living inquiry. In P. Leavy (Ed.), Handbook of Arts Based Research (pp. 37–53). New York: Guildford Press.
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Boydell, K. & Belliveau, G. (Eds.) (2017). A Critical Inquiry into Art-based Health Research. (eds.) Special issue Journal of Applied Arts and Health, 8(2). 139 pages.
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Belliveau, G. (2017). Theatre with veterans: Transition and recovery. Journal of Applied Arts and Health, 8(2), 255-265.
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Belliveau, G. & Nichols, J. (2017). Audience responses to Contact!Unload: A research-based play about returning military veterans. Journal Cogent: Arts & Humanities, 4, 1-12. (http://www.tandfonline.com/doi/pdf/10.1080/23311983.2017.1351704?needAccess=true)
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Belliveau, G. (2016). Performing Contact!Unload: Insider perspectives. In G. Belliveau, & M. Westwood (Eds.), Soldiers performing self in Contact!Unload: Innovations in theatre and counseling (pp. 45–52). Vancouver: Faculty of Education, UBC.
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Belliveau, G., & Irwin, R. (2016). Performing autobiography. In G. Belliveau, & G. Lea (Eds.), Research-based theatre: An artistic methodology (pp. 175–188). Bristol, UK: Intellect Books.
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Belliveau, G., & Westwood, M. (Eds.) (2016). Soldiers performing self in Contact!Unload: Innovations in theatre and counseling. Vancouver: Faculty of Education, UBC. (215 pages)
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Belliveau, G., & Lea, G. (Eds.) (2016). Research-based theatre: An artistic methodology. Bristol, UK: Intellect Books. (204 pages)
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Gibson, R., Belliveau, G., Burnard, P., Seidel, S., Valdez, J., & Wales, P. (2016). AEMEA: In J. Fleming, M. Anderson, & R. Gibson (Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 227–248). New York: Routledge.
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Boydell, K., Hodgins, M., Gladsone, B., Stasiulis, E., Belliveau, G., Kontos, P., Parsons, J. (2016). Arts-based health research and academic legitimacy: Transcending hegemonic conventions. Qualitative Research Journal, 16(3), 1–20.
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Belliveau, G., & Prendergast, M. (2016). Perspectives on drama and performance education in Canadian classrooms. In J. Fleming, M. Anderson, & R. Gibson (Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 264–275). New York: Routledge.
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Xu, Y., & Belliveau, G. (2016). 海外戏剧教育理念方法在中国戏曲传承传播中的应用—以汤显祖、莎士比亚剧作为研究中心 [Ideas and methods of overseas drama education applied in inheritance and dissemination of Chinese opera – with Shakespeare and Tang Xianzu as the Research Centre]. Grand Stage, 339(8), 54–60. Available at: http://dwut.chinajournal.net.cn/WKB/WebPublication/paperDigest.aspx?paperID=c99cde7a-080e-48ff-9414-e052d439d144
publication-faculty
Lea, G., & Belliveau, G. (2016). Situating the field. In Belliveau, G. & Lea, G. (Eds.), Research-based theatre: An artistic methodology (pp. 1-12). Bristol, UK: Intellect Books.
publication-faculty
Lea, G. & Belliveau, G. (2015). Assessing performance-based research. In S. Schonmann (Ed.), The wisdom of the many – Key Issues in arts education: International yearbook for research in arts education (pp. 407–12). Munster, Germany: Waxman Publishers.
publication-faculty
Belliveau, G. & Belliveau, S. (2015). Teacher in (a) role: Working with Shakespeare in the elementary classroom. In M. Carter, M. Prendergast, & G. Belliveau (Eds.), Drama, theatre and performance education in Canada: Classroom and community contexts (pp. 55–63). Ottawa: Canadian Association of Teacher Education/Canadian Society for the Study of Education. Retrieved from http://www.csse-scee.ca/associations/about/cate-acfe
publication-faculty
Belliveau, G. (2015). Research-based theatre and a/r/tography: Exploring arts-based educational research methodologies. p-e-r-f-o-r-m-a-n-c-e, 2(1). Retrieved from http://www.p-e-r-f-o-r-m-a-n-c-e.org/?p=1491
publication-faculty
Belliveau, G. (2015). To entertain and surprise: Reflections on theatre and learning. In A. Babayants & H. Fitzsimmons Frey (Eds.), Theatre and learning (pp. 2–5). London, UK: Cambridge Scholars Publishing.
publication-faculty
Carter, M. R., Prendergast, M., & Belliveau, G. (Eds.) (2015). Drama, theatre and performance education in Canada: Classroom and community contexts. Ottawa: Canadian Association of Teacher Education/Canadian Society for the Study of Education. Retrieved from http://dx.doi.org/10.11575/PRISM/38773
publication-faculty
Belliveau, G. (2015). Using drama to build community in Canadian schools. In A. Sinner & D. Conrad (Eds.), Creating together: An interdisciplinary workshop of participatory, community-based and collaborative arts practices and scholarship (pp. 131–143). Waterloo, ON: Wilfred Laurier Press.
publication-faculty
Belliveau, G. (2015). Performing identity through research-based theatre: Brothers. Journal of Educational Enquiry, 14(1), 5–16.
publication-faculty
Belliveau, G. (Ed.) (2015). Learning moments through research-based theatre (special issue). Journal of Educational Enquiry, 14(1). (94 pages) http://www.ojs.unisa.edu.au/index.php/EDEQ/issue/view/155
publication-faculty
Belliveau, G. (2014). A Midsummer Night’s Dream (adapted) Pacific Educational Press. (48 pages) http://www.pacificedpress.educ.ubc.ca/a-midsummer-nights-dream-adapted-script/
publication-faculty
Belliveau, G. (2014). Stepping into Drama: A Midsummer Night’s Dream in the elementary classroom. Pacific Educational Press/UBC Press. (224 pages) http://www.pacificedpress.educ.ubc.ca/stepping-into-drama/
publication-faculty
Fels, L. & Belliveau, G. (2008). Exploring curriculum: performative inquiry, role drama and learning. Vancouver, British Columbia: Pacific Education Press/UBC Press. (286 pages) http://www.pacificedpress.educ.ubc.ca/exploring-curriculum-performative-inquiry-role-drama-and-learning/
publication-faculty
Berger, I. (2024) Intimately Situated Stories of Place: Activating Place-Centered Pedagogies in Early Childhood Education. Palgrave Macmillan.
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Ashton, E., Berger, I., Maeers, E., Paquette, A. (2022) Editorial: Sketching Narratives of Movement in Early Childhood Education and Care. in education, Vol. 28 No. 1b (2022). https://doi.org/10.37119/ojs2022.v28i1b.682
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Berger, I., Ashton, E., Lehrer, J., Pighini, M. (2022) Slowing, Desiring, Haunting, Hospicing, and Longing for Change: Thinking With Snails in Canadian Early Childhood Education and Care. in education, Vol. 28 No. 1b (2022). https://doi.org/10.37119/ojs2022.v28i1b.658
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Berger, I., & van Groll, N. (May, 2020) Health and Outdoor Environments in Early Childhood Education: Dwelling in Complexities. The Early Childhood Educator of BC.
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Berger, I. & Argent, A. (2020) Life as a pedagogical concept. In W. Kohan & B. Weber (Eds.) On Childhood, Thinking and Time: Educating Responsibly. Lexington Books.
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Vintimilla, C. & Berger, I. (2019). Colaboring: Within collaboration degenerative processes. In D. H. Hodgins (Ed.). (2019). Feminist Research for 21st-century Childhoods: Common Worlds Methods. (pp. 187-196). Bloomsbury Publishing.
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Banack, H. & Berger, I. (2019). The emergence of early childhood education outdoor programs in British Columbia: A meandering story. Children’s Geographies. DOI: 10.1080/14733285.2019.1590527
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Banack, H., Beattie, E., Berger, I., Montague, A., & Strich, D. (2018). Acts of reading and gathering in place: “Our stories so Far…” Eco-Thinking, 1.
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Zhang, H., Bournot-Trites, M. (2021) The long-term washback effects of the National Matriculation English Test on college English learning in China: Tertiary student perspectives. Studies in Educational Evaluation, 68, 1-21. https://www.sciencedirect.com/science/article/pii/S0191491X21000031
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Bournot-Trites, M. G., Friesen, L., Ruest, C., & Zumbo, B. D. (2020) A Made-in-Canada Second Language Framework for K-12 Education: Another Case Where No Prophet is Accepted in their Own Land. Canadian Journal of Applied Linguistics, 23(2), 141-167.
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Bournot-Trites, M. (2017). Design-based research methodology for establishing the common theoretical framework and the CLB/NCLC scales. In Monika Jezak (Ed.), Language is the key. The Canadian Language Benchmarks model (pp. 31-53). Ottawa: University of Ottawa Press.
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Bournot-Trites, M. (2015). Améliorer la compétence des enseignants de français langue étrangère grâce aux études à l’étranger. Crisolenguas, 3(1), 44–57. Retrieved from http://crisolenguas.uprrp.edu/
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Poyntz, S.R., Coulter, N., & Brisson, G. (2016). Past tensions and future possibilities: ARCYP and children's media studies. Journal of Children and Media, 10(1), 47–53. Supervisors: Dr. Theresa Rogers and Dr. Monique Bournot-Trites
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Brisson, G. (2015). Identité et multimodalité: le cas d’un élève plurilingue dans une école en milieu francophone minoritaire. Revue de Recherches en Littératie Médiatique Multimodale, 2. Supervisors: Dr. Theresa Rogers and Dr. Monique Bournot-Trites
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de Castell, S, & Bryson, M. (Eds.). (1997) Radical inventions: Identity, politics, and difference/s in educational praxis. Albany, NY: SUNY Press.
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Gahagan, J., & Bryson, M. (Eds.). (2021) Sex and gender-based analysis and public health. New York. NY: Springer Nature.
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Bryson, M., Rail, G.,Taylor, E., Boschman, L., Hart, T., Gahagan, J., & Ristock, J. (2021) Chorégraphies difficiles dans les « Marges du cancer ». Minorités sexuelles et/ou genrées et incommensurabilité des savoirs biographiques et biomédicaux. In A. Alexandrin & A. Meidani (Eds.), Cancers, masculinités, féminités. Toulouse: Éditions Érès.
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Rail, G., Bryson, M., Hart, T.L., Gahagan, J. & Ristock, J. (2020) Artivisme lesbien et queeren marge du cancer: de l’importance des savoirs subjugués. In D. Bourque & J. Coulombe (Eds.), ARTivismes lesbiens à l’ère de la mondialisation (pp. xx-xx). Montreal: Les Éditions sans fin/Never Ending Press.
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Rail, G., Bryson, M., Hart, T.L., Gahagan, J., Ristock, J. & Boschman, L.(2020) « Queerir »le cancer. Subjectivités, savoirs, soins du cancer et justice sociale. In A. Alessandrin, J. Dagorn, A. Meidani, G. Richard & M. Toulze (Eds.), Santé LGBT (pp. xx-xx). Paris: Éditions des Archives Contemporaines.
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Taylor, E., Bryson, M., Boschman, L., Hart, T., Gahagan, J., Rail, G., & Ristock, J. (2019) Cancer’s margins: Knowledge ecologies, access to knowledge, and knowledge mobilization by sexual and/or gender minority cancer patients. Media and Communication. 7(1), 102-113. https://www.cogitatiopress.com/mediaandcommunication/pages/view/nextissues#mediaminorities
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Basson, R., & Bryson, M. (2019) Sexuality and sexual disorders. In American College of Obstetricians and Gynecologists Updates in Women’s Health (1-19). DC, Washington: American College of Obstetricians and Gynecologists.
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Rail, G., & Molina, L., Fusco, C., Norman, M., Petherick, L., Moola, F., & Bryson, M. (2018) HPV vaccination discourses and the construction of “at-risk” girls. Canadian Journal of Public Health. 109(5-6), 622-621. https://link.springer.com/article/10.17269/s41997-018-0108-8
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Bryson, M., Taylor, E., Boschman, L., Hart, T., Gahagan, J., Rail, G., & Ristock, J. (2018) Awkward choreographies from cancer's margins: Incommensurabilities of biographical and biomedical knowledge in sexual and/or gender minority cancer patients’ treatment. Journal of Medical Humanities. 40(2), 1-21. https://link.springer.com/article/10.1007%2Fs10912-018-9542-0
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Rail, G., Bryson, M., Gahagan, J., & Ristock, J. (2016). Projecte Cancer’s Margins: Minories sexuals, assistencia oncologica, informacio, subjectivitats. In A. Parroche-Escudero, G. Coll Planas & C. Riba (Eds.), Cicatrius (In)visibles: Cancer de pit and perpectives feministas) (45–61. Vic: Eumo Editorial, Universitat de Vic.
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Taylor, E., & Bryson, M. (2016). Cancer’s Margins: Trans* and gender nonconforming people’s access to knowledge, experiences of cancer health, and decision-making. LGBT Health, 3(1), 79–89.
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Beagan, B., Fredericks, E., & Bryson, M. (2015). Family physician perceptions of working with LGBTQ patients: Physician training needs. Canadian Medical Education Journal, 6(1), 421–429.
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Jenson, J. & Burrell-Kim, D. (2023) Digital literacies & multimodal learning. In R. J. Tierney, F. Rizvi & K. Erkican (Eds.) The international encyclopedia of education, 4th ed., pp 583-589. https://doi.org/10.1016/B978-0-12-818630-5.07025-1
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Byean, H. (2015). English, tracking, and neoliberalization of education in South Korea. TESOL Quarterly, 49(4), 867–882. Supervisor: Dr. Ryuko Kubota and Dr. Steven Talmy
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Leadbeater, B., Walker, M., Bowen, F., Barbic, S., Crooks, C., Mathias, S., Moretti, M., Sukhawathanakul, P., Pepler, D., Angelius, K., Carr, W., et al. (2023) Disseminating evidence-based preventive interventions to promote wellness and mental health in children and youth: Opportunities, gaps, and challenges. Canadian Journal of Community Public Health, 42(4), 91-136.
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Wei, Y., Sha, L., McWeeny, R., Johal, R., Easton, C., Baxter, A., Cao, B., Greenshaw, & Carr, W. (2024). Evaluating the effectiveness of a school-based mental health literacy intervention from a comprehensive demographic and socio-cognitive perspective. Scientific Reports. 14, 5901, DOI: 10.1038/s41598-024-56682-2
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Wei, Y., Kutcher, S., Baxter, A.., & Carr, W. (2022). Mental health literacy in schools. In E. Hennessy, C. Heary, & M. Michail (Eds.). Understanding youth mental health: Perspectives from theory and practice. Open University Press, U. of Dublin.
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Wei, Y., Carr, W., Kutcher, S., & Alaffe, R. (2020). Mental health literacy development: Application of online and in-person professional development for pre-service teachers to address knowledge, stigma and help-seeking intentions. Canadian Journal of Behavioural Science. DOI: 10.1037/cbs0000164
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Carr, W., & Lapkin, S. (Eds.) (2019). The state of French second language education in Canada 2019 (Focus on programs). Ottawa, Canadian Parents for French.
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Carr, W. (2019). Inclusion for sexual and gender diversity: A professional competency for educators and teacher educators. Education Canada, 59(3), 42-44.
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Lapkin, S., & Carr, W. (Eds.) (2018). The state of French second language education in Canada 2018 (Focus on teachers). Ottawa, Canadian Parents for French.
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Carr, W., Kutcher, S., Wei, Y., & Heffernan, A. (2017). Preparing for the classroom: Mental health knowledge improvement, stigma reduction, and enhanced help-seeking efficacy in Canadian preservice teachers. Canadian Journal of School Psychology. doi.org/10.1177/0829573516688596
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Cervatiuc, A. (2024) The social dimension of language assessment. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY Wiley. https://doi.org/10.1002/9781118784235.eelt1043
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Cervatiuc, A. (2023) Developing advanced reading ability in English as an additional language. ARA Journal. Arts and Humanities (new series), 38(1)
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Cervatiuc, A. (2022) The Multilingual turn in TESOL. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
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Cervatiuc, A. (2022) Asynchronous and synchronous online TESOL Education. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley. 
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Cervatiuc, A. (2022) Contemporary pedagogical approaches to developing high oral communicative competence. ARA Journal. Arts and Humanities (new series), 37(1).
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Cervatiuc, A. (2019) Successful Design and Management of Asynchronous Discussion Forums in Online Higher Education. In S. Keengwe & K. Kungu (Eds.), Handbook of Research on Cross-Cultural Online Learning in Higher Education. Hershey PA: IGI Global.
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Cervatiuc, A. (2009). Successful Second Language Vocabulary Acquisition. Germany, Saarbrücken: VDM Verlag Dr. Müller.
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Cervatiuc, A. (2019) Multilingualism in the 21-st century: A progressive paradigm. ARA Journal. Arts and Humanities (new series), 36(1), 26-31.
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Cervatiuc, A. (2018) Analyzing and understanding interlanguage. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
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Cervatiuc, A. (2017). Incidental learning of vocabulary. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
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Cervatiuc, A. (2006). Don Quixote – Bridge between myths/Don Quijote – Punte intre Mituri. Romania, Bucharest: Floarea Albastra.
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Ricento, T., & Cervatiuc, A. (2010) Language minority rights and educational policy in Canada. In J. Petrovic (Ed.), International perspectives on bilingual education: Policy, practice, and controversy (pp. 656-680). Charlotte, NC: Information Age Publishing.
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Conrad, N. (2017). [Review of the book Editing research: The author editing approach to providing effective support to writers of research papers, by V. Matarese]. Journal of English for Academic Purposes, 29, 57–59. Supervisors: Dr. Ryuko Kubota and Dr. Sandra Zappa-Hollman
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Aragón, M.J., Corella, M., & Lang, N.W. (2025) “They're like slash”: Multimodality and embodied agency in students' critical engagements with texts. Reading Research Quarterly, 60: e585. https://doi.org/10.1002/rrq.585
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Corella, M. (2022) “It’s better language”: The social meanings of academic language in an elementary classroom, Critical Inquiry in Language Studies, 19:2, 75-96.
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Corella, M. (2023) “Talk to the hand”: Handling peer conflict through gestural socialization in an elementary classroom. Frontiers in Communication, 8. https://doi.org/10.3389/fcomm.2023.1251128
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Corella, M. (2020). Talking “smart”: Academic language and indexical competence in peer interactions in an elementary classroom. Linguistics and Education, 55.
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Ferrada, J.S., Bucholtz, M. & Corella, M. (2020,). “Respeta mi idioma”: Latinx youth enacting affective agency. Journal of Language, Identity & Education, 19(2), 79-94.
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Corella, M. & Choi, J.Y. (2018). “He needs help”: Marking and marginalizing English learners through peer interactions. In T. Rishel & P. Chamness Miller (Eds.), Stress and Coping of English Learners. Charlotte, NC: Information Age Publishing.
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Corella, M. (2018). "I Feel Like Really Racist for Laughing": White Laughter and White Public Space in a Multiracial Classroom. In M. Bucholtz, D.I. Casillas, & J.S. Lee (Eds.), Feeling It: Language, Race, and Affect in Latina/o Youth Learning. New York: Routledge. https://www.routledge.com/Feeling-It-Language-Race-and-Affect-in-Latinx-Youth-Learning/Bucholtz-Casillas-Lee/p/book/9781138296800
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Lee, J.S., & Corella, M. (2017). Immigrant parents’ language brokering practices: A taxonomy of interlingual and intralingual brokering strategies. In R. S. Weisskirch (Ed.), Language brokering in immigrant families: Theories and contexts (pp. 247–269). New York, NY: Routledge.
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Corella Morales, M., & Lee, J.S. (2015). Stories of assessment: Spanish–English bilingual children’s agency and interactional competence in oral language assessments. Linguistics and Education, 29, 32–45.
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Darvin, R. (2024) Investing in translanguaging practices and claiming the right to speak. In L. Canilao. & R. Delos Reyes (Eds.) Translanguaging for empowerment and equity, (pp. 245-262). Singapore: Springer.
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Darvin, R. & Norton, B. (2022) Identity. In S. Li, P. Hiver, & M. Papi (Eds.) The Routledge handbook of second language acquisition and individual differences, (pp. 235-250). Routledge
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Darvin, R. (2025) English online/offline: Distinguishing material and materialist interpretations of entanglements. In J. Lee & S. Rüdiger (Eds.). Entangled Englishes. Routledge.
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Darvin, R. (2025) English online/offline: Distinguishing material and materialist interpretations of entanglements. In J. W. Lee & S. Rüdiger (eds.) Entangled Englishes. Routledge.
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Darvin, R. (2025) The need for critical digital literacies in generative AI-mediated L2 writing. Journal of Second Language Writing, 67, 101186.
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Darvin, R. (2025) Navigating the SLA/T conceptual landscape and investing in transdisciplinary practices. Modern Language Journal, 109, 104–106.
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Darvin, R. (2025) Critical Approaches to CALL. In: McCallum, L., Tafazoli, D. (eds) The Palgrave Encyclopedia of Computer-Assisted Language Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-51447-0_11-1
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Darvin, R. & Zhang, Y. (2025) Identity and English for specific purposes. In S. Starfield & C. Hafner (eds.) The handbook of English for specific purposes, (2nd ed.). Wiley. https://onlinelibrary.wiley.com/doi/10.1002/9781119985068.ch30
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Darvin, R. & Norton, B. (2023) Investment and motivation in language learning: What’s the difference? Language Teaching 56, 29-40.
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Darvin, R. & Zhang, Y.(2023) Words that don’t translate: Investing in decolonizing practices through translanguaging. Language Awareness, 32(4), 645-661.
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Darvin, R., & Sun, T. (2024) Intercultural Communication and Identity. Cambridge: Cambridge University Press.
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Liu, G. L., Darvin, R., & Ma, C. (2024) Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-IDLE): A mixed-method investigation in the Chinese context. Computers in Human Behavior, 160. 108362.
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Darvin, R. (2023) Moving across a genre continuum: Pedagogical strategies for integrating online genres in university English courses. English for Specific Purposes, 70, 101-115.
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Darvin, R. (2022) Design, resistance and the performance of identity on TikTok. Discourse, Context & Media, 46, 100591.
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Darvin, R. (2023) Sociotechnical structures, materialist semiotics, and online language learning. Language Learning & Technology, 27(2), 28-45.
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Darvin, R. & Hafner, C. (2022) Digital literacies in TESOL: Mapping out the terrain [Special Issue]. TESOL Quarterly, 56(3), 1-18.
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Darvin, R. (2022) TikTok and the translingual practices of Filipino domestic workers in Hong Kong. Discourse, Context & Media, vol 50. https://www.sciencedirect.com/science/article/pii/S2211695822000782
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Liu, G. and Darvin, R. (2023) From Rural China to the Digital Wilds: Negotiating Digital Repertoires to Claim the Right to Speak. TESOL J. https://doi.org/10.1002/tesq.3233
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Darvin, R. (2021) The tools we choose. A critical perspective of technologies that mediate scholarly practices. Journal of English for Research Publication Purposes, 2(1), 81-89.
publication-faculty
Darvin, R. (2019) L2 motivation and investment. In M. Lamb, K. Csizer, A. Henry, & S. Ryan (eds.). The Palgrave Handbook of Motivation for Language Learning, (p. 245-264). Palgrave Macmillan.
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Rogers, T., Smythe, S., Darvin, R., Anderson J. (2018) Special Issue: Equity and Digital Literacies: Access, Ethics, and Engagements
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Darvin, R. (2018) Digital literacy, language learning, and educational policy in British Columbia. In J. Crandall & K. Bailey (eds.). Global perspectives on educational language policies (pp. 181-191). New York: Routledge.
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Darvin, R. (2018) Identity research in applied linguistics. In P. De Costa, A. Phakiti, L. Plonsky & S. Starfield (eds.) The Palgrave handbook of applied linguistics research methodology (p. 777-792). London: Palgrave Macmillan.
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Hare, J., Darvin, R., Doherty, L., Early, M. Hare, J., Filipenko, M., Norton, B., Soni, D., & Stranger-Johannessen. (2017). Digital storytelling and reconciliation. In P.Tortell, M. Young, & P. Nemetz (eds.) Reflections of Canada: Illuminating our opportunities and challenges at 150+ years, (pp. 200-205). Vancouver: Peter Wall Institute for Advanced Studies. Supervisor: Dr. Bonny Norton
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Darvin, R. (2017). Language, ideology, and critical digital literacy. In. S. Thorne & S. May (eds.) Language Education and Technology, Encyclopedia of Language and Education, vol. 9. Springer. Supervisor: Dr. Bonny Norton
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Darvin, R. & Norton, B. (2017). Language, identity and investment in the 21st century.In T. McCarty and S. May (eds.). Language Policy and Political Issues in Education, Encyclopedia of Language and Education, vol. 1. Springer. Supervisor: Dr. Bonny Norton
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Darvin, R. (2017). Social class and the inequality of English speakers in a globalized world. Journal of English as a Lingua Franca, 6(2), 287-311.
publication-student
Darvin, R. (2017) Language, ideology, and critical digital literacy. In S. Thorne & S. May (eds.) Language, Education and Technology, Encyclopedia of Language and Education, vol. 9, (p.17-30). Switzerland: Springer.
publication-faculty
Darvin, R. (2016). Language and identity in the digital age. In S. Preece (ed.),Routledge Handbook of Language and Identity (pp. 523-540). Oxon: Routledge. Supervisor: Dr. Bonny Norton
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Darvin, R. & Norton, B. (2016). Investment and language learning in the 21st century. Langage et Société, 3, 19-38. Supervisor: Dr. Bonny Norton
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Darvin, R. & Norton, B. (2016). Identity, language learning, and critical pedagogies in digital times. In J. Cenoz & S. May (eds.), Language Awareness and Multilingualism, Encyclopedia of Language and Education, vol 6. Springer. Supervisor: Dr. Bonny Norton
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Darvin, R. (2016) Language and identity in the digital age. In S. Preece (ed.), Routledge Handbook of Language and Identity (p. 523-540). Oxon: Routledge.
publication-faculty
Darvin, R. (2015). Representing the margins: Multimodal performance as a tool for critical reflection and pedagogy. TESOL Quarterly, 49(3), 590–600. Supervisor: Dr. Bonny Norton
publication-student
Darvin, R. & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56. Supervisor: Dr. Bonny Norton
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Darvin, R. & Norton, B. (2014). Social class, investment, and migrant language learners. Journal of Language, Identity, and Education, 13(2), 111–117. Supervisor: Dr. Bonny Norton
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Darvin, R. & Norton, B. (2014). Transnational identity and migrant language learners: The promise of digital storytelling. Education Matters, 2(1), 55–66. Supervisor: Dr. Bonny Norton
publication-student
Darvin, R. (2014). Book Review: Language, ethnography, and education: Bridging New Literacy Studies and Bourdieu. Journal of Language, Identity, and Education, 13(2), 127–131. Supervisor: Dr. Bonny Norton
publication-student
Dobson, T.M. with Brown, M., Grue, D., Pena, E., & Roeder, G. and the INKE Team (2015). The interface implications of understanding readers. Interdisciplinary Science Reviews, 40(1), 3–16.
publication-faculty
Kovacs, S., Roberts-Smith, J., Dobson, T.M., Gabriele, S., Rodriguez-Arenas, O., Ruecker, S., . . . DeSouza-Coelho, S. (2015). An interactive, materialist-semiotic archive: Visualizing the Canadian theatrical canon in the simulated environment for theatre. In R. Panofsky & K. Kellett (Eds.), Cultural mapping and the digital sphere: Place and space (pp. 51–88). Edmonton: University of Alberta Press.
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Peña, E., Dobson, T.M., & the INKE Team (2015). Glass, paper, scissors: Investigating the metaphors of the glass cast through paper prototyping. Scholarly and Research Communication, 6(2), 1–10. Retrieved from http://src-online.ca/index.php/src/article/view/219/413
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Duff, P., & Doherty, L. (2015). Examining agency in (second) language socialization research. In P. Deters, X. Gao, E. Miller, & G. Vitanova (Eds.), Interdisciplinary approaches to theorizing and analyzing agency and second language learning (pp. 54–72). Bristol, UK: Multilingual Matters. Supervisor: Dr. Patricia Duff
publication-student
Pai, R., & Duff, P. (2021) Pop culture in teaching Chinese as an additional language: Theory, research, and practice. In V. Werner & F. Tegge (Eds.), Pop culture in language education: Theory, research, practice. New York: Routledge.
publication-faculty
Duff, P. (2020). Case study research: Making language learning complexities visible. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 144-153). New York: Routledge.
publication-faculty
Duff, P. (2020). Language socialization in classrooms: Findings, issues, and possibilities. In M. Burdelski & K. Howard (Eds.), Language socialization in classrooms (pp. 249-264). Cambridge: Cambridge University Press.
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Duff, P. (2020) Multiscalar research on family language policy and planning in China: Commentary. Current Issues in Language Planning.
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Duff, P., Zappa-Hollman, S., & Surtees, V. (2019). Research on Language and Literacy Socialization at Canadian Universities. The Canadian Modern Language Review / La revue canadienne des langues vivantes 75(4), 308-318. https://www.muse.jhu.edu/article/744626.
publication-faculty
Duff, P. (2019). Case study research. In C. Chapelle (Ed.), Concise encyclopedia of applied linguistics. Wiley.
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Duff, P. (2019). Social dimensions and processes in second language acquisition: Multilingual socialization in transnational contexts. Modern Language Journal, 103 (Supplement 2019), 6-22.
publication-faculty
Duff, P., & Byrnes, H. (2019). SLA across (disciplinary) borders: Introduction. Modern Language Journal, 103 (Supplement 2019), 3-5.
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Duff, P., & Doherty, L. (2019). Learning "Chinese" as heritage language: Challenges, issues, and ways forward. In C-R. Huang, Z. Jing- Schmidt, & B. Meisterernst (Eds.), Routledge handbook of Chinese applied linguistics (pp. 14-164). New York: Routledge.
publication-faculty
Duff, P. (2019). Monolingual versus multilingual instruction in language classrooms: Contested and mediated social practice. In M. Haneda & H. Nassaji (Eds.), Perspectives on language as action (pp. 193-211). Bristol: Multilingual Matters.
publication-faculty
Li, D., & Duff, P. (2018). Learning Chinese as a heritage language in postsecondary contexts. In C. Ke (Ed.), The Routledge handbook of Chinese second language acquisition (pp. 318-335). New York: Routledge.
publication-faculty
Duff, P. (2018). Case study research in applied linguistics. In L. Litosseliti (Ed.), Research methods in linguistics (2nd ed.). (pp. 305-330). London: Bloomsbury.
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Byrnes, H., & Duff, P. (Eds.) (2019). SLA Across Disciplinary Borders: New Perspectives, Critical Questions,and Research Possibilities. Modern Language Journal, 103(S1), 3-22. https://onlinelibrary.wiley.com/toc/15404781/2019/103/S1
publication-faculty
Duff, P., & Surtees, V. (2018). Learning through social interaction. In A. Burns & J. Richards (Eds.), Cambridge guide to learning a second language (pp. 101-109). Cambridge UK: Cambridge University Press.
publication-faculty
Duff, P., & Doherty, L. (2018). Chinese second language socialization. In C. Ke (Ed.), The Routledge handbook of Chinese second language acquisition (pp. 82-99). New York: Routledge.
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Fang, S., & Duff, P. (2018). Constructing identities and negotiating ideologies with Chinese popular culture in adult Mandarin learning. Global Chinese, 4(1), 37-61.
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Duff, P., & Becker-Zayas, A. (2017). Demographics and heritage languages in Canada: Policies, patterns, and prospects. In O. Kagan, M. Carreira, & C. Chik (Eds.), Routledge handbook on heritage language education (pp. 57-67). New York, NY: Routledge.
publication-faculty
Duff, P. (2017). Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170-175). London: UK: Routledge.
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Duff, P., Liu, Y., & Li, D. (2017). Chinese heritage language learning: Negotiating identities, ideologies, and institutionalization. In O. Kagan, M. Carreira, & C. Chik (Eds.), Routledge handbook on heritage language education (pp. 409-422). New York: Routledge.
publication-faculty
Duff, P. (2017). Social dimensions and differences in instructed SLA [second language acquisition]. In S. Loewen & M. Sato (Eds.). The Routledge handbook of instructed second language acquisition. New York: Routledge.
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Duff, P. (2017). Language socialization, higher education, and work. In P. Duff & S. May (Eds.), Language socialization. Encyclopedia of language and education. (3rd ed.) (pp. 255-272). Cham, Switzerland: Springer International.
publication-faculty
Duff, P., & May, S. (Eds.). (2017). Language socialization. Encyclopedia of language and education (3rd ed.). New York: Springer. (Introduction + 30 chapters, including newly solicited ones)
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Duff, P. (2017). Commentary: Motivation for learning languages other than English in an English-dominant world. Modern Language Journal, 101(3), 597–607.
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Duff, P. & Anderson, T. (2016). Case study research. In J.D. Brown & C. Coombs (Eds.), Cambridge guide to language research (pp. 112–118). Cambridge: Cambridge University Press.
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Duff, P., & Abdi, K. (2016). Negotiating ethical research engagements in multilingual ethnographic studies in education: A narrative from the field. In P. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives (pp. 121–141). New York: Routledge.
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Douglas Fir Group (of which Duff, P. and Norton, B. are members/co-authors). (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100-S, 19–47.
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Duff, P. (2016). Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170–175). London, UK: Routledge.
publication-faculty
Duff, P. (2015). Transnationalism, multilingualism, and identity. Annual Review of Applied Linguistics, 35, 57–80.
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Duff, P. (2015). Foreward. In X.L. Curdt-Christiansen & C. Weninger (Eds.), Language, ideology and education: The politics of textbooks in language (pp. xii–xiv). London: Routledge.
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Christison, M., Christian, D., Duff, P. & Spada, N. (Eds.) (2015). Teaching and learning English grammar: Research findings and future directions. New York: Routledge/TIRF.
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Duff, P., & Anderson, T. (2015). Academic language and literacy socialization for second-language students. In N. Markee (Ed.), Handbook of classroom discourse and interaction (pp. 337–352). Malden, MA: Wiley-Blackwell.
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Duff, P., Anderson, T., Doherty, L., & Wang, R. (2015). Representations of Chinese language learning in contemporary English-language news media: Hope, hype, and fear. Global Chinese, 1(1), 139–168.
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Duff, P., Ferreira, A., & Zappa-Hollman, S. (2015). Putting (functional) grammar to work in English for academic purposes instruction. In D. Christison, D. Christian, P. Duff, & N. Spada (Eds.), Research on teaching grammar in English language education (pp. 139–158). New York: Routledge.
publication-faculty
Duff, P., & Doherty, L. (2015). Examining agency in (second) language socialization research. In P. Deters, X. Gao, E. Miller, & G. Vitanova (Eds.), Interdisciplinary approaches to theorizing and analyzing agency and second language learning (pp. 54–72). Bristol, UK: Multilingual Matters.
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Early, M., Ferreira, J., Kendrick, M., Lucci, G. (2025) Understanding the conditions that foster collaborative teacher cultures: A case study. System, 131, 103652. DOI: https://doi.org/10.1016/j.system.2025.103652
publication-faculty
Kendrick, M., Early, M., Michalovich, A., & Mangat, M. (2022) Digital storytelling with refugee background youth: Possibilities for language and digital literacies learning. TESOL Quarterly. https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesq.3146
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*Michalovich, A., Kendrick, M., & Early, M. (2022) Youth from Refugee Backgrounds Positioning Their Identities Through Reaction Videos. Journal of Language, Identity & Education, 1–16. https://doi.org/10.1080/15348458.2022.2086556 [Pre-print]
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*Ferreira, J., Kendrick, M., & Early, M. (2021) Migrant and refugee background students learning through play. The Reading Teacher, 75(4), 453-462. https://doi.org/10.1002/trtr.2072
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Early, M., & Kendrick, M. (2017). 21st century literacies: Multiliteracies reconsidered. In R. Zaidi, & J. Rowsell (Eds.). Literacy lives in transcultural times (pp. 43-57). London, UK: Routledge.
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Early, M., Dagenais, D., & Carr, W. (2017). Second language education in Canada. In N. Van Deusen-Scholl, & S. May (Eds.) Encyclopedia of language and education: Vol.4, Second and foreign language education (3rd ed., pp. 313–326). Springer Science.
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Early, M., Kendrick, M., & Potts, D. (Eds) (2015). Multimodality: Out from the margins of English language teaching. TESOL Quarterly, 49(3), 447–622.
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Cummins, J. & Early, M. (2015). Big ideas for expanding minds: Teaching English language learners across the curriculum. Oakville, ON: Rubicon Publishing.
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Fazel, I. & Shi, L. (2015). Citation behaviours of graduate students in grant proposal writing. Journal of English for Academic Purposes, 20, 203–214. Supervisor: Dr. Ling Shi
publication-student
Fazel, I. (2015). A Step in the right direction: Peer-assessment of oral presentations in an EFL setting. Reading Matrix, 15(1), 78–90. Supervisor: Dr. Ling Shi
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Fazel, I. (2015). [Review of Writing for peer reviewed journals: Strategies for getting published, by P. Thomson and B. Kamler]. Journal of Second Language Writing, 30, 87–88. Supervisor: Dr. Ling Shi
publication-student
Fazel, I. (2015). [Review of A scholar’s guide to getting published in English: Critical choices and practical strategies, by M. J. Curry & T. Lillis]. TESL Canada Journal, 32(2), 112–113. Supervisor: Dr. Ling Shi
publication-student
Fazel, I. & Kowkabi, N. (2014). A new look at an old problem: Plagiarism in language classrooms. TEAL Manitoba Journal, 29(4), 4–8. Supervisor: Dr. Ling Shi
publication-student
Fazel, I. (2014). Current issues and debates in SLA. Journal of ELT and Applied Linguistics, 2(2), 82–91. Supervisor: Dr. Ling Shi
publication-student
Ferreira, J., Kendrick, M., & Early, M. (2021). Migrant and refugee background students learning through play. The Reading Teacher, 75(4), 453-462. https://doi.org/10.1002/trtr.2072
publication-student
Ferreira, J., Kendrick, M., & Panangamu, S. (2021) Storytelling through block play: Imagining identities and creative citizenship. Literacy, 56(1), 29–39. https://doi.org/10.1111/lit.12266
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Filipenko, M. & Naslund, J. (Eds.) (2015). Problem-based learning in teacher education. Dordrecht, SW: Springer International Publishing Switzerland.
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Filippelli, S. (2018). Self-Immolation as Social Protest. Art/Research International: A Transdisciplinary Journal, 3 (1), 53-68. Supervisor: Dr. Carl Leggo
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Filippelli, S. (2017). A curatorial perspective on MOA’s ćəsnaʔəm, the City Before the City. Visual Inquiry: Learning & Teaching Art, 6 (1), 55–65. doi: 10.1386/vi.6.1.55_1 Supervisors: Dr. Carl Leggo and Dr. Kedrick James
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Filippelli, S. (2017). Breathing from the Heart. In A. Fidyk, K. James, C. Leggo & P. Sameshima (Eds.), Poetic Inquiry III: Enchantments of Place (201-206). Wilmington, DE.:Vernon. Supervisor: Dr. Carl Leggo
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Han, H.C.,Zhang, J., Peikazadi, N., Shi, G., Hung, A. Doan, C. & Filippelli, S. (2016). An Entertaining Game-Like Learning Environment in Virtual World for Education. In S. D’Agustino, (Ed.). Creating Teacher Immediacy in Online Learning Environments. IGI Global. Supervisor: Dr. Carl Leggo
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Friedrich, N., Kim, J., McClellan, S., Prendergast, T., Rajagopal, H., & Teichert, L. (2016). Looking back, looking ahead: Reflections at the intersection of language, culture and learning in early childhood. In J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts. New York: Routledge. Supervisor: Dr. Dr. Jim Anderson
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Anderson, J., Friedrich, N., Teichert, L., & Morrison, F. (2016). "Now he knows that there are two kinds of writing, two kinds of reading": Insights and issues in working with immigrant and refugee families and communities in a bilingual family literacy program. In J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts. New York: Routledge. Supervisor: Dr. Jim Anderson
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Chew, K.A.B., Nicholas, S.E., Galla, C.K., Kawaiʻaeʻa, K., Leonard, W., & de Lima Silva, W. (2021) Storying the braided histories and braided futures of Indigenous language reclamation work in scholarship, World’s Indigenous Nations Higher Education Consortium (WINHEC): International Journal of Indigenous Education Scholarship. 16(1), 334-375.
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Munoz, J., Galla, C.K., Wyman, L., & Gilmore, P. (2023) (Just) languaging with duende: (re)inventing and innovating communicative practices as resistance, healing, and thrivance in Indigenous contexts. In Tierney, R.J., Rizvi, F., & Ercikan, K. (Eds.), International Encyclopedia of Education (Fourth Edition) (p. 797-808). Elsevier https://doi.org/10.1016/B978-0-12-818630-5.07018-4
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Galla, C.K., Holmes, A., Schwab Cartas, J., & Rowluck, W. (2023) Community-centred Indigenous language recovery, restoration, revitalization, and renewal. In Tierney, R.J., Rizvi, F., & Ercikan, K. (Eds.), International Encyclopedia of Education (Fourth Edition) (p. 786-796). Elsevier https://doi.org/10.1016/B978-0-12-818630-5.07038-X
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Galla, C.K. & Holmes, A. (2024) Indigenous language rights, frameworks, and policies. In S. Lightfoot & S. Maddison (Eds.), Handbook of Indigenous Public Policy. Edward Elgar Publishing
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Yee, N.L., Wainwright, K.L., & Galla, C.K. (2024) It’s about damn time: decolonizing and Indigenizing possibilities in teacher education. In A-L King, K. O’Reily & P. Lewis (Eds.) Indigenizing, Decolonizing and Unsettling: Stories from the Land. Canadian Scholars Press/Women’s Press.
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Galla, C.K. & Bischoff, S. T. (2025) Centering community-driven and -led Indigenous and non-dominant language rights & realities: An inclusive publishing model for Indigenizing and decolonizing the academy [Indigenous Language Rights & Realities]. Language Documentation & Conservation, 1, 1-16
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Galla, C.K., Zhuravleva, A., & MacEachern, F. (2025) Conceptualizing Relational Technologies for Native Hawaiian (HI)stories and Contemporary Realities in the Pacific Northwest. BC Studies, 224, 91-114
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Mākaʻimoku, K., Galla, C.K., Kawaiʻaeʻa, K., *Teria, J.S. (forthcoming: 2025, July) So that our languages live on: Indigenous language medium-immersion programs in post-secondary education. In A.V. Brown, C. Crane, B. Dupuy, E. Ene (Eds.) Routledge Handbook of Language Program Development and Administration (pp. 415-426). Routledge
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Galla, C.K. & Holmes, Amanda. (2020). Indigenous Thinkers: Decolonizing and Transforming the Academy through Indigenous Relationality. In Cote-Meek, S. & Moeke-Pickering, T. (Eds.), Decolonizing and Indigenzing Education in Canada (pp. 51-71). Toronto: Canadian Scholars
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Galla, C.K. & Wilson, W.H. (2019). Early and emergent literacy practices as a foundation to Hawaiian language medium education. In Sherris, A. & Peyton, J.K. (Eds.), Teaching Writing to Children in Indigenous Languages: Instructional practices from global contexts (pp. 25-43). NY/London: Routledge
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Galla, CK. & Goodwill, A. (2017). Talking story with vital voices: Making knowledge with Indigenous language. Journal of Indigenous Wellbeing, 2(3), 67-75. https://journalindigenouswellbeing.com/media/2017/12/88.89.Talking-story-with-vital-voices-Making-knowledge-with-indigenous-language.pdf
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Galla, C.K. (2017). Materials development for Indigenous language revitalization: Pedagogy, praxis and possibilities, In McKinley, E. & Smith, L.T. (Eds.), Handbook of Indigenous Education (pp. 1-19). Singapore: Springer. https://link.springer.com/referenceworkentry/10.1007/978-981-10-1839-8_12-1
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Wyman, L., Galla, C.K., & Jimenez-Quispe, L. (2016). Indigenous youth language resources, educational sovereignty, and praxis: Connecting a new body of language planning research to the work of Richard Ruiz. In N. Hornberger (Ed.), Honoring Richard Ruiz and his work on language planning and bilingual education (pp. 395–429). Bristol: Multilingual Matters.
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Galla, C.K. (2016). Indigenous language revitalization, promotion, and education: Function of digital technology. Computer Assisted Language Learning, doi: 10.1080/09588221.2016.1166137
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Galla, C.K., Galla, L., Keawe, D., Kimura, L. (2015). Perpetuating hula: Globalization and the traditional art. Pacific Arts, 14(1–2), 129–140.
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Gladwin, D. & Ellis, N. (2024) Systems beings: Educating for a world of complexity. Educational Philosophy and Theory, 56(7), 683-695. https://doi.org/10.1080/00131857.2024.2320185
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Chintalapati, P., Evans, G., Gladwin, D., Jamieson, M., & Ellis, N. (2024) Shaping futures: A dialogue on chemical engineering education. Journal of Chemical Engineering Education, 102(5), 1688-1704. https://doi.org/10.1002/cjce.25205
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Sutherland, I., Giroux, F., Gladwin, D., & Ellis, N. (2024) A relational unfolding: Reflecting on fostering conditions for transdisciplinary education. World Futures: The Journal of New Paradigm Research, 81(2), 138-158. https://doi.org/10.1080/02604027.2024.2445997
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Krupa, J., Busch, F., Gladwin, D., & Ellis, N. (2025) Financing clean technologies within Canada’s Indigenous communities: Perspectives on sustainable energy transition from practitioners and academics. Energy (online-ahead-of-print). https://doi.org/10.1016/j.energy.2025.134930
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Ramachandran, A., Ellis, N., & Gladwin, D. (2023) Energy literacy: A review in education, The Journal of Environmental Education, 55(3), 191–202. DOI: 10.1080/00958964.2023.2283694
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Ramachandran, A., Schwellnus, M., Gladwin, D., Derby-Talbot, R., & Ellis, N. (2024) Cultivating educational adaptability through collaborative transdisciplinary learning spaces. Discover Education 3(2). https://doi.org/10.1007/s44217-023-00084-5
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Gladwin, D., Karsgaard, C., Shultz, L. (2022) Collaborative learning on energy justice: International youth perspectives on energy literacy and climate justice. Journal of Environmental Education, 53(5), 1-10. https://doi.org/10.1080/00958964.2022.2113019
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Gladwin, D., Horst, R., James, K., Sameshima, P. (2022) Imagining futures literacies: A collaborative practice. Journal of Higher Education Theory and Practice, 22(7), 27-39. https://doi.org/10.33423/jhetp.v22i7
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Horst, R. & Gladwin, D. (2022). Multiple futures literacies: An interdisciplinary review. Journal of Curriculum and Pedagogy, 21(1), 42-64. https://doi.org/10.1080/15505170.2022.2094510
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Ramachandran, A., Abdi, K., Giang, A. Gladwin, D., & Ellis, N. (2022) Transdisciplinary and interdisciplinary programs for collaborative graduate research training. Educational Review, 76(4), 996-1013. https://doi.org/10.1080/00131911.2022.2134312
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Gladwin, D. & Ellis, N. (2023) Energy literacy: A conceptual framework for energy transition. Environmental Education Research, 29(10), 1515–1529. https://doi.org/10.1080/13504622.2023.2175794
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Collectively authored by the After Oil Collective, eds. Ayesha Vemuri and Darin Barney (2022) Solarities: Seeking energy justice. University of Minnesota Press.
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Barkaskas, P.M. & Gladwin, D. (2021) Pedagogical Talking Circles: Decolonizing Education through Relational Indigenous Frameworks.Journal of Teaching and Learning, 15(1), 20-38. https://doi.org/10.22329/jtl.v15i1.6519
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Gladwin, D. (2021) Rewriting Our Stories: Education, Empowerment, and Well-being. Cork University Press.
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Gladwin, D. (2020). Topobiographical inquiry: Lived spaces, experiences, and ecologies. Éire-Ireland, 55(1/2), 129-149. https://muse.jhu.edu/article/776998
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Gladwin, D. (2020). Digital storytelling going viral: Using empathy education to promote environmental action. Media Practice and Education, 21(4), 275-288. https://doi.org/10.1080/25741136.2020.1832827
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Gladwin, D. (2019). Introducing Le Menu: Consuming Modernist Food Studies. In D. Gladwin (Ed.), Gastro-modernism: Food, literature, culture (pp. 1-18). Clemson University Press. https://doi.org/10.2307/j.ctvpj7hf3.6
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Gladwin, D. (2019). Ecological and Social Awareness in Place-Based Stories. Canadian Journal of Irish Studies 42: 138-157. https://www.jstor.org/stable/26693095
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Gladwin, D., ed. (2019). Gastro-Modernism: Food, Literature, Culture. Clemson University Press.
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Gladwin, D. (2018). Ecological Exile: Spatial Injustice and Environmental Humanities. Routledge.
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Gladwin, D. (2017). Ecocriticism. Oxford Bibliographies in Literary and Critical Theory. Web. https://doi.org/10.1093/obo/9780190221911-0014
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O’Connor, M. and Gladwin, D. (2017). Irish environmental humanities. Canadian Journal of Irish Studies 40, 38-50. http://www.jstor.org/stable/26333454
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Gladwin, D. and Cusick, C., eds. (2016). Unfolding Irish Landscapes: Tim Robinson, Culture, and Environment. Manchester University Press.
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Gladwin, D. (2016). Contentious Terrains: Boglands, Ireland, Postcolonial Gothic. Cork University Press.
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Gladwin, D. and Cusick, C. (2016). Ireland’s "ABC of Earth Wonders". In D. Gladwin and C. Cusick (Eds.), Unfolding Irish landscapes: Tim Robinson, culture, and environment (pp. 1-18). Manchester University Press. https://doi.org/10.7765/9781784997144.00008
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Gladwin, D. (2016). Documentary Map-making and Film-making in Pat Collins’s Tim Robinson: Connemara. In D. Gladwin and C. Cusick (Eds.), Unfolding Irish landscapes: Tim Robinson, culture, and environment (pp. 73-86). Manchester University Press. https://doi.org/10.7765/9781784997144.00013
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Gladwin, D. (2016). Ecocritical and Geocritical Conjunctions in North Atlantic Environmental Multimedia and Place-Based Poetry. In R. T. Tally Jr. and C. Battista (Eds.), Ecocriticism and geocriticism: Overlapping territories in environmental and spatial literary studies (pp. 37-54). Palgrave Macmillan. https://doi.org/10.1057/9781137542625_3
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Brazeau, R. and Gladwin, D., eds. (2014). Eco-Joyce: The Environmental Imagination of James Joyce. Cork University Press.
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Gladwin, D. (2014). The Literary Cartographic Impulse: Imaginative Island Topographies in Ireland and Newfoundland. Text and Beyond Text: New Visual, Material, and Spatial Perspectives, special issue of Canadian Journal of Irish Studies, 38(1/2), 158-183. http://www.jstor.org/stable/43410727
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Gladwin, D. (2014). The Bog Gothic: Bram Stoker’s "Carpet of Death" and Ireland’s Horrible Beauty. Eco-gothic, special issue of Gothic Studies, 16(1), 39-54. https://doi.org/10.7227/GS.16.1.4
publication-faculty
Brazeau, R. and Gladwin, D. (2014). James Joyce and Ecocriticism. In R. Brazeau and D. Gladwin (Eds.), Eco-Joyce: The environmental imagination of James Joyce (pp. 1-17). Cork University Press. muse.jhu.edu/book/31061
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Gladwin, D. (2014). Joyce the Travel Writer: Space, Place, and the Environment in James Joyce’s Nonfiction. In R. Brazeau and D. Gladwin (Eds.) Eco-Joyce: The environmental imagination of James Joyce (pp. 176-194). Cork University Press. muse.jhu.edu/book/31061
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Gladwin, D. (2014). Thirdspace in Willie Doherty’s Photo-text Diptychs of Northern Ireland. Visual Culture in Britain, 15(1), 104-122. https://doi.org/10.1080/14714787.2014.870447
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Gladwin, D. (2013). “Gendered Troubles on Screen: Reproducing Nationalism in Mike Leigh’s Four Days in July.” In Devised and Directed by Mike Leigh, edited by M. DiPaolo and B. Cardinale-Powell, 251-275. New York: Bloomsbury.
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Gladwin, D. (2012). “Navigating Irish Ecocriticism: Eamonn Wall’s Writing the Irish West: Ecologies and Traditions.” Irish Studies Review 20.3: 323-328.
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Gladwin, D. (2012). “No Country for Young Men: Chinese Modernity, Displacement, and Initiatory Ritual in Chinese Sixth Generation Cinema.” Asian Cinema 23.1: 31-44.
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Gladwin, D. (2011). “Staging the Trauma of the Bog in Marina Carr’s By the Bog of Cats….” Irish Studies Review 19.4: 387-400.
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Gladwin, D. (2007). “The Steinbeckian Land Ethic: Environmentalism and The Red Pony.” The Steinbeck Review 4.1: 65-78.
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Gunderson, L. & D’Silva, R. (2022) Kindergarten to Grade 12, Second Language Literacy. Handbook of Practical Second Language Teaching and Learning.
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Li, G., Gunderson, L., Lin, Z., Sun, Z. (2021) Mandarin- and Cantonese-speaking bilingual children’s English vocabulary and oral language development in Canada: Implications for instruction in the early years . The European Journal of Applied Linguistics and TEFL, 10(2), 125-152.
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Gunderson L. (2021) The dangers of labels English as a Second Language. Research Outreach, 125. Available at: https://researchoutreach.org/articles/the-dangers-of-labels-english-as-a-second-language/
publication-faculty
Gunderson, L. (2021). The Consequences of English Learner as a Category in Teaching, Learning, and Research. Journal of Adolescent and Adult Literacy. 64(4), pp. 431-439. Also available at https://doi.org/10.1002/jaal.1116.
publication-faculty
Gunderson, L., D’Silva, R., & Murphy Odo (2020) ESL (ELL) literacy instruction: A guidebook to theory and practice (4th ed.). NY: Routledge.
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Gunderson, L. & D’Silva, R. (2019) Lessons from the ESL Assessment Consortium. Vancouver: BC ESL Assessment Consortium (available at www.eslassess.ca).
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Gunderson, L. & D’Silva, R.A. (2018) The secondary school that ROARS in A. Lazar & P. Ruggiano-Schmidt (Eds.) Understanding Exceptional Schools (pp. 32-51). New York: Teachers College Press.
publication-faculty
Gunderson, L. & D’Silva, R. (2017) Second Language Literacy – Kindergarten to Grade 12. In E. Hinkel (Ed) Handbook of Research in Second Language Teaching and Learning (3nd edition) (pp.273-285). NY: Routledge.
publication-faculty
Gunderson, L., & D’Silva, R. (2016). Disaggregating secondary-level Chinese immigrants’ academic, English, and school success. In W. Ma, & G. Li, (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores (pp. 88–102). New York, NY: Routledge.
publication-faculty
Hare, J., Darvin, R., Doherty, L., Early, M., Filipenko, M., Norton, B., & Stranger-Johannessen, E. (2017). Digital storytelling and reconciliation. In P. Tortell, M. Young, & P. Nemetz (Eds.), Reflections of Canada 150 (pp. 200-205). Vancouver, Canada: Peter Wall Institute for Advanced Studies.
publication-faculty
Fox, J., Haggerty, J. & Artemeva, N. (2016). Mitigating risk in first-year Engineering: Post-admission diagnostic assessment in a Canadian university. In J. Read (Ed.), Post-admission language assessment of university students. New York: Springer. Supervisor: Dr. Ling Shi
publication-student
Haggerty, J. & Fox, J. (2016). Test intensity, language testing experience, and the motivation to learn English in South Korea. In V. Aryadoust & J. Fox (Eds.), Current trends in language testing in the Pacific Rim and the Middle East: Policy, analyses, and diagnoses. London: Cambridge Scholars Publishing. Supervisor: Dr. Ling Shi
publication-student
Haggerty, J. & Fox, J. (2015). Raising the bar: Language testing experience and second language motivation among South Korean young adolescents. Language Testing in Asia, 5(11), 1–16. Supervisor: Dr. Ling Shi
publication-student
Marshall, S., Charles, G., Hare, J., Stokl, M., & Ponzetti, J. (2005). Sheway’s services for substance using pregnant and parenting women: Evaluating the outcomes for Infants. Canadian Journal of Community Mental Health, 24(1), 19-33.
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Ponzetti, J., Charles, G., Marshall, S., Hare, J. (2009). Family-centered early intervention in North America: Have home-based programmes lived up to their promise for high risk families? Irish Journal of Applied Social Studies, 8(1), 13-20. Available at http://arrow.dit.ie/ijass/vol8/iss1/5
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Hare, J., & Barman, J. (2006). Good intentions gone awry: Emma Crosby and the Methodist Mission on the Northwest Coast. Vancouver, BC: UBC Press. (Hare: Lead Author)
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Hare, J., & *Pidgeon, M. (2011). The way of the warrior: Indigenous youth navigating the challenges of schooling. Canadian Journal of Education, 34 (2), 93-111. http://ezproxy.library.ubc.ca/login?url=https://search.proquest.com/docview/881643999?accountid=14656
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Hare, J. (2012). “They tell a story and there’s meaning behind that story” Indigenous knowledge and young children’s literacy learning. Journal of Early Childhood Literacy, 12(4), 389-414. doi: 10.1177/1468798411417378
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Hare, J., & Barman, J. (2000). Aboriginal education: Is there a way ahead? In D. Long & O. Dickason (Eds.) Visions of the heart: Canadian Aboriginal issues. Second Edition, pp. 331-359. Toronto, ON: Harcourt Canada.
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Hare, J. (2003). Aboriginal families in Aboriginal Education: Coming Full Circle. In J. Barman and M. Gleason (Eds.), Children, teachers, and schools, pp. 411-430. Calgary, AB: Detselig Enterprises.
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Hare, J. (2005). ‘To know papers’: Aboriginal perspectives on literacy. In J. Anderson, M. Kendrick, T. Rogers, & S. Smythe (Eds.), Portraits of literacy across families, communities and schools: Tensions and intersections (pp. 243-263). Mahwah, NJ: Lawrence Erlbaum Associates.
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Hare, J., & Barman, J. (2006). Good intentions gone awry: From protection to confinement at the Crosby Home in Port Simpson. In D. Nock & C. Haig Brown (Eds.), Good Intentions: EuroCanadians & Aboriginal Relations in Colonial Canada (pp. 179-198). Vancouver, BC: UBC Press.
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Hare, J. (2007). Aboriginal Education Policy in Canada: Building capacity for change and control. In R. Joshee & L. Johnson (Eds.), Multicultural diversity policies in Canada and the United States (pp. 51-68). Seattle, WA: University of Washington Press/UBC Press.
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Hare, J. (2011). Indigenous knowledge in education. In D. Long & O. Dickason (Eds.), Visions of the Heart: Canadian Aboriginal Issues (3rd ed.), 91-112. Toronto, ON: University of Toronto Press.
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Hare, J. (2013). What I can learn about Indigenous storytelling traditions that I might apply to the teaching of graphic novels written by Indigenous authors? In T. Dobson, K. James, and C. Leggo (eds.), Handbook of Secondary English, pp. 33-39. Toronto, ON: Pearson Canada Inc.
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Hare, K.A. (2018). From academia to parliament – Small stories on witnessing sexual health knowledge mobilization. Emotion, Space and Society, 32, 100579. Supervisors: Dr. Theresa Rogers and Dr. Kedrick James
publication-student
Archibald, J. & Hare, J. (2018). Thunderbird rising: Indigenizing education in Canada. In Royal Commission on Aboriginal Peoples 20th Year Anniversary: Sharing the Land, Sharing the Future National Forum. Winnipeg: University of Manitoba Press. (Invited Submission)
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Hare, K. A. (2017). [Review of the book Navigating gender and sexuality in the classroom: Narrative insights from students and educators by Heather Killelea McEntarfer]. Sex Education, 17(4), 482-484. Supervisors: Dr. Theresa Rogers and Dr. Kedrick James
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Archibald, J., & Hare, J. (Eds.) (2017). Knowing, sharing, doing: Celebrating successes in K-12 Aboriginal education in British Columbia. Vancouver, BC: British Columbia Principals and Vice Principals Association.
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Hare, K.A., Dubé, A., Marshall, Z., Gahagan, J., Harris, G., Tucker, M.A., & Dykeman, M. (2016). Troubling the boundaries: Overcoming methodological challenges in a multi-sectoral and multi-jurisdictional HIV/HCV policy scoping review. Evidence & Policy: A Journal of Research, Debate and Practice, 12(2), 217–233. Supervisors: Dr. Theresa Rogers and Dr. Kedrick James
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Hare, J. (2016). “All of our responsibility”: Instructor experiences with required Indigenous education courses. Canadian Journal of Native Education, 38(1), 101-120.
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Hare, J., & *Davidson, S. F. (2016). Learning from Indigenous knowledge in education. In D. Long & O. P. Dickason, (Eds.), Visions of the heart: Canadian Aboriginal issues, 4th Edition (pp. 241-262). Oxford, UK: Oxford University Press.
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Hare, J. (2016). Indigenous pedagogies in early learning: linking community knowledge to school based settings. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school and community contexts, pp. 197-213. New York: Routledge.
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Hare, K.A., Gahagan, J., Jackson, L., & Steenbeek, A. (2015). Revisualising 'Porn': How young adults' consumption of sexually explicit Internet movies can inform approaches to Canadian sexual health promotion. Culture, Health & Sexuality, 17(3), 269–283. Supervisor: Dr. Mary Bryson
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Hare, K.A., Gahagan, J., Jackson, L., & Steenbeek, A. (2014). Perspectives on “Pornography”: Exploring sexually explicit Internet movies' influences on Canadian young adults’ holistic sexual health. The Canadian Journal of Human Sexuality, 23(3), 148–158. Supervisor: Dr. Mary Bryson
publication-student
Henry, A. (2021) What folks don’t get: How race, class and gender matter. Colour matters. (C. James, (Ed.). University of Toronto Press.
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Henry, A., Opini, B., and Johnson, A. (forthcoming) Intersectionality in the Caribbean and Africa in The International Encyclopedia of Education (Tierney, Rizvi, f., Ercikan, K., & Smith, G., eds.). Elsevier..
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Henry, A. (forthcoming) Killing us softly with questions. In A. Ibrahim, T. Kitossa, H. Wright, and M. Smith, (Eds.) The Nuances of Blackness. University of Toronto Press.
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Henry, A. and James, C. (forthcoming) Race and the culture of Whiteness. Routledge Encyclopedia of Race and Racism (J. Solomos., ed.) London: Routledge.
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Henry, A. (2020) Guess who’s coming to dinner? That is, after you hire us. Guest contributor, Federation of Social Sciences and Humanities Ideas Blog.
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Henry, A. (2020 in press) Killing us softly with questions. In A. Ibrahim, T. Kitossa, H. Wright, and M. Smith, (Eds.) The Nuances of Blackness. University of Toronto Press.
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Henry, A. (2019) Patricia Hill Collins: Re-Framing Sociology through Black Feminist Thought. Sage Encyclopedia of Research Methods. P. Atkinson, S. Delamont, M. Hardy, M. Williams, (Eds.). Online version accessible. Complete Volume in press.
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Henry, A. (2019) Standing firm on uneven ground: A letter to Black women on academic leadership, in T. Kitossa, P. Howard & E. Lawson, (Eds.). African Canadian Leadership. Continuity, Transition and Transformation. Toronto: University of Toronto Press.
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Henry, A. (2018) Power, Politics, Possibilities: Thoughts Toward Creating a Black Digital Oral History Archive Edited by J. Anderson, R. Darvin, and S. Smythe, Editors, Special themed issue on Equity and Digital Literacies. Language and Literacy Journal, 20(3), 89-99.
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Henry, A. (2017). Culturally relevant pedagogy in Canada: Possibilities and Challenges Regarding African Canadian Students. Special issue: A Dream Deferred: A Retrospective View of Culturally Relevant Pedagogy, G. Ladson-Billings, and A. Dixson, (Eds.) Teachers’ College Record, 119(1), 1-27.
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Henry, A. (2017). Dear White People, Wake Up, Canada is Racist, Theconversation.com.
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Tozer, S., Gallegos, S., & Henry, A. (2011). In S. Tozer, B. Gallegos, and A. Henry (Eds.), Handbook of research in the social foundations of education. New York: Routledge.
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Henry, A. (2016). An experiment that worked: Lesson from an inner-city school in Chicago. Caribbean Journal of Education, 38(1), xiv-xxix.
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Henry, A. (2016). Nostalgia for what cannot be. Reprint in Hall marks: The Cultural politics and public pedagogies of Stuart Hall. L. Roman, (Ed.). (pp. 87-92). New York: Routledge
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Cook L. and Henry, A. (2016) Eds. Special Issue of Caribbean Journal of Education: Changing the landscape of education in under-resourced schools and communities. 38(1).
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Henry, A. (1998). Taking back control: Black women teachers’ activism and the education of African Canadian children. New York: State University of New York Press.
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Henry, A. (2015). "We especially welcome applications from visible minorities": Reflections on race, gender and life at three universities. Race, Ethnicity and Education, 18(5), 589–610.
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Roman, L., & Henry, A. (2015). Diasporic reasoning, affect, memory and cultural politics: An interview with Avtar Brah. Discourse: Studies in the Cultural Politics of Education, 36(2), 243–263.
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Henry, A. (2015). Reflection: Groundings – A framework for educational inquiry. In King, J. E., Dysconscious racism, Afrocentric practice and education for human freedom: The through the years I keep on toiling: The selected works of Joyce E. King (pp. 19–21). New York: Routledge.
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Horst, R. (2022) Writing the Unwritable: Sebald, Haraway, and Creative Disobedience. Curricular and Architectural Encounters with W.G. Sebald: Unsettling Complacency, Reconstructing Subjectivity, 14, 240-253.
publication-faculty publication-student
Ahn, C., Balyasnikova, N., Horst, R., James, K., Morales, E., Takeda, Y., & Yung, E. (2023) Enhancing relationality through poetic engagement with PhoneMe: Transmodal contexts and interpretive agency, Language and Literacy 25(2), 57-83.
publication-faculty publication-student
James, K., Horst, R., Takeda, Y., & Morales, E. (in press, 2021) A patch-work of pedagogical potential: A syn(aes)thetic approach to technologically enhanced multimedia text production. McGill Journal of Education. 25 pages.
publication-faculty
Morales, E., James, K., Horst, R., Takeda, Y., & Yung, E. (2021) The sound of our words: Singling, a textual sonification software. In Proceedings of the 26th International Conference on Auditory Display (ICAD). https://icad2021.icad.org/wp-content/uploads/2021/06/ICAD_2021_38.pdf
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Horst, R., James, K., Morales, E., Takeda, Y., & Yung, E. (2021) Skunk Tales: A collaborative, multimodal, futures narrative. In Canadian Association of Curriculum Studies Celebration of Scholarly and Artistic Works.
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James, K., Morales, E., Horst, R., & Yung, E. (in press) Singling: Text sonification and the literacoustics of language-to-MIDI transformations. In A. Klobucar (Ed.), The Community and the Algorithm. 20 pages. Vernon Press.
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Peña, E., & James, K. (2020) Raw harmonies: Transmediation through raw data. Leonardo, 53(2), 183-188.
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Horst, R., James, K., Takeda, Y., & Rowluck, W. (2020) From play to creative extrapolation: Fostering emergent computational thinking in the makerspace. Journal of Strategic Innovation and Sustainability, 15(5), 40-54.
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Balyasnikova, N., & James, K. (2020) PhoneMe poetry: Mapping community in the digital age. Engaged Scholar Journal: Community-Engaged Research, Teaching and Learning, 6(2). 107-117. https://doi.org/10.15402/esj.v6i2.69984
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Karasick, A., & James, K. (2020) To breath poetry among the neighbors: Two essays on Anerca, a journal of experimental writing (1985-1990). Among the Neighbors 13, 1-39.
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James, K., Peña, E., Takeda, Y., & Digital Literacy Centre. (2020) Transmedia: An improvisualization. In B. Gervais & S. Marcotte (Eds.), Attention à la Marche! Mind the Gap!: Thinking Electronic Literature in a Digital Culture | Penser la Littérature Électronique en Culture Numérique (pp. 85-102). Les Presse De l’Écureuil.
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James, K. (2019) Mapping sexual orientation and gender identity (SOGI) through curriculum and practice in a Canadian teacher education program. Canadian Journal of Education 42(4), 957-991.
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James, K. (Writer / Producer) (2019) TEFA Interview Findings on SOGI Inclusion [Podcast]. Teacher Education for All Curriculum Mapping Project Interviews. University of British Columbia. Retrieved from https://blogs.ubc.ca/tefainterviews/2019/08/23/
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James, K. (2019). Spring. In B. White, P. Sameshima, & A. Sinner (Eds.), MA: Materiality in teaching and learning. (pp. 221-232). Peter Lang.
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James, K. and Leggo, C. (2017). Poetry from the matrix of Mother Earth and Mother Board. Axon: Creative Explorations, (7) 2. http://www.axonjournal.com.au/issue-13/poetry-matrix-mother-nature-and-mother-board
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Sameshima, P., Fidyk, A., James, K. & Leggo, C. (2017) Poetic Inquiry: Enchantment of Place. Delaware: Vernon Press. https://vernonpress.com/book/134
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James, K. (2017). Antics of a cultural recycler: Visualizing data poetry. In L. Butler-Kisber, J. J. Guiney Yallop, M. Stewart, & S. Wiebe (Eds.), Poetic inquiries of reflections and renewal: Poetry as research (pp. 244–259). Lunenburg, NS: MacIntyre Purcell Publishing.
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Peña, E., & James, K. (2016). A glitch pedagogy: Exquisite error and the appeal of the accidental. Journal of the Canadian Association for Curriculum Studies, (14)1, 108–127.
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James, K. (2016). Brave new network: The gambit of living automated lives. In j. jagodzinski (Ed.), The precarious future of education: Education, psychoanalysis, and social transformation (pp. 195–223). Toronto & New York: Palgrave.
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James, K. (2015). Mapping critical media literacy onto iterative remix practices. In P. Schmidt & A. Lazar (Eds.), Reconceptualizing literacy in the new age of multiculturalism and pluralism: A tribute to Peter Mosenthal (2nd ed., pp. 125–150). Charlotte, NC: Information Age Publishing.
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Jenson, J., & Castell, S. de. (2018). “The Entrepreneurial Gamer”: Regendering the Order of Play. Games and Culture, 13(7), 728–746. https://doi.org/10.1177/1555412018755913
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Jenson, J., & Droumeva, M. (2017). Revisiting the media generation: Youth media use and computational literacy instruction. E-Learning and Digital Media, 14(4), 212–225. https://doi.org/10.1177/2042753017731357
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Jenson, J., Taylor, N., Castell, S. & Dilouya, B. (2015) Playing With Our Selves, Feminist Media Studies, 15:5, 860-879, https://doi.org/10.1080/14680777.2015.1006652
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Kendrick, M., & Early, M. (2025) Digital storytelling and intersectional identities: Youth with refugee experiences (re)claiming life stories. International Multilingual Research Journal, 19(2), 99-155. https://doi.org/10.1080/19313152.2024.2332119
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*Ferreira, J.F., & Kendrick, M. (2025) Leveraging arts-based literacies in science as evidence of learning. In B. Peters (Ed.), Arts-Based Multiliteracies for Teaching and Learning (pp. 269-302). IGI Global. DOI: 10.4018/979-8-3693-3184-2.ch010
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Kendrick, M. E., & Early, M. (2024) Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences: Integrated Supports. Education Sciences, 14(12), 1354. https://doi.org/10.3390/educsci14121354
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Rajagopal, H., & Kendrick, M. (2023) Looking Closely at Words and Worlds: Emergent Bilinguals Making Meaning Through Drawing and Talking. Language Arts, 101 (2), 94-107. DOI: https://doi.org/10.58680/la202332684
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Kendrick, M. et al. (2022) Possibilities for digital storytelling for language and literacies learning. OASIS Summary of Kendrick, M. et al. (2022) in TESOL Quarterly. https://oasis-database.org/concern/summaries/m613mz10p?locale=en
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*Smith, M.B., Early, M., & Kendrick, M. (2024) Teachers’ ideological dilemmas: lessons learned from a Language Introduction Program in Sweden, Journal of Multilingual and Multicultural Development, 45(3), 647-662, DOI: 10.1080/01434632.2022.2126485 [published first online 2022]
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*Ferreira, J., Kendrick, M., & Panangamu, S. (2021) Storytelling through block play: Imagining identities and creative citizenship. Literacy, 56(1), 29–39. https://doi.org/10.1111/lit.12266
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Kendrick, M., *Becker-Zayas, A., Namazzi, E., & Tibwamulala, E. (2020) Children’s billboard drawings of HIV/AIDS as maker literacies: An exploration in communicating difficult knowledge. Education Sciences, 10(8): 193. doi:10.3390/educsci10080193
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Early, M., & Kendrick, M. (2020) Inquiry-based pedagogies and multimodalities: Challenges and opportunities for supporting English language learners. Canadian Modern Language Review, 76(2), 139-154.
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Kendrick, M., Early, M., & Chemjor, W. (2019). Designing multimodal texts in a girls’ afterschool journalism club in rural Kenya. Language and Education, 33(2), 123-140.
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*Johnson, L., & Kendrick, M. (2021). Digital storytelling: Opportunities for identity investment for youth from refugee backgrounds. In L. Green, D. Holloway, K. Stevenson, T. Leaver, L. Haddon (Eds.). Routledge Companion to Digital Media and Children (pp. 469-479). New York: Routledge.
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*Becker-Zayas, A., Kendrick, M., & Namazzi, E. (2018). Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances. Applied Linguistics Review, 9(2-3), 365-390.
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*Johnson, L., & Kendrick, M. (2017). “Impossible is nothing”: Expressing difficult knowledge through digital storytelling. Journal of Adolescent and Adult Literacy, 60(6), 667–675.
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Kendrick, M., & Namazzi, E. (2017). Family language practices as emergent policies in child-headed households in rural Uganda. In J. Macalister, & S.H. Mirvahedi (Eds.), Family language policies in a multilingual world: Opportunities, challenges, and consequences (pp. 56–73). London, UK: Routledge.
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Kendrick, M. (2017). Cross-cultural research. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (pp. 178-181). Thousand Oaks, CA: Sage.
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Kendrick, M. (2016). Literacy and multimodality across global sites. London, UK: Routledge.
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*Collier, D. R. & Kendrick, M. (2016). I wish I was a lion a puppy: A multimodal view of writing process assessment. Pedagogies: An International Journal. doi: 10.1080/1554480X.2016.1169187
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Kendrick, M. (2015). The affordances and challenges of visual methodologies in literacy studies. In J. Rowsell & K. Pahl, The Routledge handbook of literacy studies (pp. 619–633). New York: Routledge.
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Early, M., Kendrick, M., & Potts, D. (2015). Multimodality: Out from the margins of English language teaching, TESOL Quarterly, 49(3), 447-622 (guest editors). [special issue]
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Sanford, K., Rogers, T., & Kendrick, M. (2014). (Eds.). Youth literacies in new times: Everywhere, everyday. Springer Science: Singapore. 199 pages.
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Kendrick, M., Rowsell, J., & *Collier, D. (2013). New literacies in Canadian classrooms. Language & Literacy, 15(1) (guest editors). [special issue]
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Kendrick, M. (2003). Converging worlds: Play, literacy, and culture in early childhood. Bern, Switzerland: Peter Lang. 203 pages.
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Kowkabi, N. (2016). Review of Writing for Peer Reviewed Journals: Strategies for Getting Published, by P. Thomson and B. Kamler. TESOL SLWIS News. Retrieved from http://newsmanager.commpartners.com/tesolslwis/issues/2016-10-14/10.html Supervisor: Dr. Ling Shi
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Shi, L., Fazel, I. & Kowkabi, N. (2018). Paraphrasing to transform knowledge in advanced graduate student writing. English for Specific Purposes, 51, 31-44. doi:https://doi.org/10.1016/j.esp.2018.03.001 Supervisor: Dr. Ling Shi
publication-student
Kowkabi, N.(2014). Language, communication and the economy [Review of the sixteenth volume of the book series on Discourse Approaches to Politics, Society and Culture, by G. Erreygers & G. Jacobs]. Journal of Language and Politics, 13(1), 202–204. Supervisor: Dr. Ling Shi
publication-student
Fazel, I, & Kowkabi, N. (2014). A new look at an old problem: Plagiarism in language classrooms. TEAL Manitoba Journal, 29(4), 4–8. Supervisor: Dr. Ling Shi
publication-student
Matsumoto, Y., Kubota, R. (2023) Rethinking English as a lingua franca from decolonial perspectives. In K. Murata (Ed.), ELF and applied linguistics: Reconsidering applied linguistics research from an ELF perspective (pp. 141–158). Routledge.
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Kubota, R. (2023) Another contradiction in AI-assisted second language writing (commentary). Journal of Second Language Writing, 62, 1–2. https://doi.org/10.1016/j.jslw.2023.101069
publication-faculty
Kubota, R. (2023) 人種とことばとパワー：フィクション小説が言語教育の与える示唆 [Race, language, and power: Fiction novels and their implications for language education]. 社会言語科学 [Sociolinguistic Science], 26(1), 49–63. https://doi.org/10.19024/jajls.26.1_49
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Kubota, R., Corella, M., Lim, K., & Sah, P. (2023) “Your English is so good”: Lives of racialized students and instructors of a Canadian University. Ethnicities, 23(5), 758–778. https://doi.org/10.1177/14687968211055808
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Kubota, R., & Motha, S. (Eds.) (2025) Race, racism, and antiracism in language education (pp. 1-26). Routledge. https://doi.org/10.4324/9781003283492
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Balyasnikova N., & Kubota, R. (2022) Language teaching for intercultural communication: Problematizing essentialism, highlighting power, and advocating for social justice. In N. Carignan, M. Deraîche, & M.-C. Guillot (Eds.), Intercultural Twinning: A Commitment for a pluralistic society (61–78). Brill.
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Kubota, R., & Corella, M. (2022) Racism and communication. Oxford Bibliographies. https://www.oxfordbibliographies.com/view/document/obo-9780199756841/obo-9780199756841-0280.xml?rskey=5xYRje&result=1&q=Racism+and+Communication#firstMatch
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Seo, Y., & Kubota, R. (2022) Exploring lived experiences of Black female English teachers in South Korea: Understanding traveling intersectionality and subjectivities. Language, Culture and Curriculum. https://doi.org/10.1080/07908318.2022.2045303
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Kubota, R. (2022) Decolonizing second language writing: Possibilities and challenges, Journal of Second Language Writing, Volume 58. https://doi.org/10.1016/j.jslw.2022.100946
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Kubota, R., Aoyama, R., Kajigaya, T., & Deschambault, R. (2022) Illuminating language users in the discourse of linguistic diversity: Toward justice-informed language education. Educational Linguistics. https://doi.org/10.1515/eduling-2022-0011
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Kubota, R. (2022). Linking research to transforming the real world: Critical language studies for the next 20 years. Critical Inquiry in Language Studies. https://doi.org/10.1080/15427587.2022.2159826
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Mielick, M., Kubota, R., & Lawrence, L. (Eds.) (2023) Discourses of identity: Language learning, teaching, and reclamation perspectives in Japan. Palgrave Mcmillan. https://link.springer.com/book/10.1007/978-3-031-11988-0
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Sah, P. K., & Kubota, R. (2022) Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes. https://doi.org/10.1080/13488678.2022.2056796
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Sister Scholars. (2021) Strategies for sisterhood in the language education academy. Journal of Language, Identity, and Education. https://doi.org/10.1080/15348458.2020.1833725
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Kubota, R., & Takeda, Y. (2021). Two faces of neoliberal communicative competence: Language-in-education policies in Japan and transnational workers’ voices. TESOL Quarterly, 55(2), 458–485. https://doi.org/10.1002/tesq.613
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Kubota, R. (2021) Toward a performative commitment to heterogeneity. In A. J. Silva & Z. Wang (Eds.), Reconciling translingualism and second language writing (pp. 163–171). Routledge.
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Kubota, R. (2021) Critical engagement with teaching EFL: Toward a trivalent focus on ideology, political economy, and praxis. In O. Z. Barnawi & A. Ahmed (Eds.), TESOL teacher education in a transnational world: Turning challenges into innovative prospects (pp.49–64). Routledge.
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Kubota, R. (2021) Critical antiracist pedagogy of English as an additional language. ELT Journal. https://doi.org/10.1093/elt/ccab015
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Kubota, R., & Bale, J. (2020) Bilingualism—but not plurilingualism—promoted by immersion education in Canada: Questioning equity for EAL students. TESOL Quarterly, 54, 773–785.
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Von Esch, K. S., Motha, S., & Kubota, R. (2020) Race and language teaching. Language Teaching. doi:10.1017/S0261444820000269
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Kubota, R. (2020) Confronting epistemological racism, decolonizing scholarly knowledge: Race and gender in applied linguistics. Applied Linguistics, 41(5), 712–732. https://doi.org/10.1093/applin/amz033
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Kubota, R. (2020) Foreword. In D. Hooper & N. Hashimoto (Eds.), Teacher narratives from the eikaiwa classroom: Moving beyond “McEnglish” (pp. 1–3). Hong Kong: Candlin & Mynard ePublishing Limited.
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Kubota, R. (2020) Linguistic entrepreneurship: Common threads and a critical response. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 1–9.
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Kubota, R. (2020) Fostering antiracist engagement in Japanese language teaching. Japanese Language and Literature, 54, 347–357.
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Kubota, R. (2020) Orientalism. Z. A. Casey (Ed.), Encyclopedia of critical whiteness studies in education (pp. 439–446). Brill/Sense Publishing.
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Kubota, R. (2020, November 19) Foreign language education in Japan. In Pink, W. (Ed.), Oxford Research Encyclopedia of Education. Oxford University Press.
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Kubota, R. (2020). Promoting and problematizing multi/plural approaches in language pedagogy. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 303–321). Springer.
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Kubota, R. (2019) A critical examination of common beliefs about language teaching: From research insights to professional engagement. In F. Fang & H. P. Widodo (Eds.), Critical perspectives on global Englishes in Asia: Language policy, curriculum, pedagogy and assessment (pp. 10–26). Bristol, UK: Multilingual Matters.
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Kubota, R. (2019) English in Japan. In P. Heinrich & Ohara, Y. (Eds.), The Routledge handbook of Japanese sociolinguistics (pp. 110-126). Abingdon, UK: Routledge.
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Kubota, R. (2018). Racial, ethnic, and cultural stereotypes in Teaching English. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley.
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Kubota, R. (2018). Critical Approaches to Second Language Writing. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley.
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Kubota, R. (2018). Possibilities for nonattachment: Investigating the affective dimension of imposition. In M. S. Wong & A. Mahboob (Eds.), Spirituality and English language teaching: Religious explorations of teacher identity, pedagogy and context (pp. 63-71). Bristol, UK: Multilingual Matters.
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Kubota, R. (2018). Rethinking “communication” in communicative language teaching. In Y. N. Leung, J. Katchen, S. Y. Hwang & Y. Chen (Eds.), Reconceptualizing English language teaching and learning in the 21st century: A special monograph in memory of Professor Kai-Chong Cheung (pp. 482-497). Taipei, Taiwan: Crane Publishing Company.
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Kubota, R. (2018). Unpacking research/practice gaps and complicities in WE and SLA research. World Englishes, 37, 93-105.
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Kubota, R. (2018). Eigo kyōiku gensō [Misconceptions of English language teaching and learning]. Tokyo: Chikuma Shinsho.
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Kubota, R. (2017). Myths of English and transnational Japanese workers’ experiences: Toward border-crossing communication. BCSIG (JALT Business Communications Special Interest Group) News #3, p. 5-7.
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Kubota, R. (2017). Globlization and language education in Japan. In N. Van Deusen-Scholl & S. May (Eds.), Second and foreign language education, Encyclopedia of language and education (Volume 4) (pp. 287-299). Cham, Switzerland: Springer.
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Kubota, R. (2017). Studying up, down, or across?: Selecting who to research. Studying up, down, or across?: Selecting who to research. In McKinley, J., & Rose, H. (Eds.), Doing research in applied linguistics: Realities, dilemmas, and solutions (pp. 17-26). Abingdon, UK: Routledge.
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Kubota, R., & Miller, E. (Eds.) (2017). Special issue: Re-examining and re-envisioning criticality in language studies. Critical Inquiry in Language Studies.
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Kubota, R., & Miller, E. R. (2017). Re-examining and re-envisioning criticality in language studies: Theories and praxis. Critical Inquiry in Language Studies, 14, 129-157.
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Kubota, R. (2016). Neoliberal paradoxes of language learning: Xenophobia and international communication. Journal of Multilingual and Multicultural Development, 37(5), 467–480.
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Kubota, R. (2016). A critical examination of common beliefs about language teaching: From research insights to professional engagement. Epoch making in English language teaching and learning (pp. 348–365). Taipei: English Teachers’ Association-Republic of China (ETA-ROC).
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Kubota, R. (2016). Critical language teacher identity. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 210–214). New York: Routledge.
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Kubota, R., & Okuda, T. (2016). Confronting language myths, linguicism and racism in English language teaching in Japan. In P. Bunce, V. Rapatahana, R. Phillipson, & T. R. F. Tupas (Eds.), Why English? Confronting the Hydra (pp. 159–176). Bristol, UK: Multilingual Matters.
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Kubota, R. (2016). Critical content-based instruction in the foreign language classroom: Critical issues for implementation. L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York: Routledge.
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Kubota, R. (2016). The social imaginary of study abroad: Complexities and contradictions. Language Teaching Journal, 44, 347–357.
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Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494.
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Kubota, R. (2015). Ajia ni okeru nikkei kigyô chûzai in no gengo sentaku: Eigo shijôshugi e no gimon [Language choices of Japanese corporate transnational workers in Asia: Questioning the ideological dominance of English]. Kotoba to Shakai [Language and Society], 17, 81–106.
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Kubota, R. (2015). Neoliberal paradoxes of language learning: Xenophobia and international communication. Journal of Multilingual and Multicultural Development. doi: http://www.tandfonline.com/doi/full/10.1080/01434632.2015.1071825
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Kubota, R. (2015). Race and language learning in multicultural Canada: Toward critical antiracism. Journal of Multilingual and Multicultural Development, 36, 3–12.
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Kubota, R. (2015). Gurôbaruka shakai to gengo kyôiku: Kuritikaru na shiten kara [Language education in an era of globalization: Critical perspectives] (Japanese translation of selected publications by Kubota). Tokyo: Kuroshio Shuppan.
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Kubota, R. (2015). Eigo kyôiku to bunka, jinshu, jendâ [Culture, race, gender and English language education] (Japanese translation of selected publications by Kubota). Tokyo: Kuroshio Shuppan.
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Kubota, R. (2015). Paradoxes of learning English in multilingual Japan: Envisioning education for border-crossing communication. In I. Nakane & E. Otsuji (Eds.), Languages and identities in a transitional Japan: From internationalization to globalization (pp. 59–77). New York: Routledge.
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Kubota, R. (2015). Inequalities of Englishes, English speakers, and languages: A critical perspective of pluralist approaches to English. In T. R. F. Tupas (Ed.), Unequal Englishes: The politics of Englishes today (pp. 21–41). New York: Palgrave.
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Toivola, M., Kumpulainen, K., & Rajala, A. (2023) Pedagogical rationales of flipped learning in the accounts of Finnish mathematics teachers. Pedagogies: An International Journal, 18(4), 767- 787 https://doi.org/10.1080/1554480X.2022.2077341
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Ahson, K., Kumpulainen, K., Gray, S., Minano, M. J. C., & Rich, E. (2023) Exercising space: re-examining young people's use of digitised health and physical education (HPE) technologies through a spatial lens. Learning, Media & Technology, 48(4), 581-595. https://doi.org/10.1080/17439884.2023.2230120
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Koyuncu, S., Kumpulainen, K., & Kuusisto, A. (2023) Teaching English as a second language in the early years: Teachers’ perspectives and practices in Finland. Education Sciences, 13(12), 1177. https://doi.org/10.3390/educsci13121177
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Leskinen, J., Kajamaa, A., & Kumpulainen, K. (2023) Learning to innovate: Students and teachers constructing collective innovation practices in a primary school's makerspace. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.936724
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Renlund, J., Kumpulainen, K., Byman, J., & Wong, C. C. (2023) Rhizomatic patchworks: A postqualitative inquiry into the aesthetics of child-environment relations. Digital Culture & Education, 14(5), 107-126.
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Leskinen, J., Kumpulainen, K., & Kajamaa, A. (2024) The boundary crossing of knowledge and the emergence of relational expertise in a school makerspace. Education. Sciences, 14, 169. https://doi.org/10.3390/educsci14020169
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MacIsaac, S., Gray, S., Camacho-Miñano, M. J., Rich, E., & Kumpulainen, K. (2024) Critical engagement with digital health: A socio-material analysis of physical education teachers’ digital health mind maps. Health Education Journal, 0(0). https://doi.org/10.1177/00178969241255222
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Byman J., Kumpulainen K., & Renlund J. (2024) Lingering with multispecies kin: Re-turning to encounters between children, invertebrates and amphibians. Australian Journal of Environmental Education. Published online 2024:1-15. doi:10.1017/aee.2024.20
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Renlund, J., Kumpulainen, K., Byman, J., Wong, C. C., & Sintonen, S. (2024) Aesthetic flux: inquiring into the sensuous dynamics of children, matter and environments with a more-than-human lens. Environmental Education Research, 1–17. https://doi.org/10.1080/13504622.2024.2350675
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Wong, C. C., Kumpulainen, K., Renlund, J., & Byman, J. (2024) The materiality of children’s imaginative sense-making in climate change education. Australian Journal of Environmental Education, 1–14. https://doi.org/10.1017/aee.2024.51
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Kumpulainen K. (2022) Bridging dichotomies between children, nature and digital technologies. In K. Kumpulainen,, A. Kajamaa, O. Erstad, Å. Mäkitalo, K. Drotner, & S. Jakobsdóttir (Eds.), Nordic childhoods in the digital age: Insights into contemporary research on communication, learning and education (pp. 41-50). Routledge. https://doi.org/10.4324/9781003145257-6
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Kontopodis, M., & Kumpulainen, K. (2023) Technical mediation of children’s online worlds. In A. Kraus, & Wulf, C. (Eds.), The Palgrave handbook of embodiment and learning (pp. 357-366). Palgrave MacMillan.
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Kumpulainen, K., Kajamaa, A., & Leskinen, J. (2023) The changing patterns of classroom interaction: Teacher interventions in students’ creative collaboration in makerspaces. In A. Thwaite, A. Simpson, & P. Jones, (Eds.), Dialogic Pedagogy: Discourse in Contexts from Pre-school to University (pp. 124-138). Routledge.
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