PUBLICATIONS
Bazzul, J.( 2016). Ethics and science education: How subjectivity matters. Springer Briefs in Education. doi. 10.1007 / 978-3-319- 39132-8 _ 1
Burke, L. E. CA., & Bazzul, J.( 2016). Locating a space of criticality as new scholars in science education. Cultural Studies of Science Education. doi. 10.1007 / s11422-016-9735-7
Bazzul, J.( 2017). The‘ subject of ethics’ and educational research OR Ethics or politics? Yes please! Educational Philosophy and Theory. Incorporating ACCESS. doi. 10. 1080 / 00131857.2016.1270184
Bazzul, J.( 2017). From orthodoxy to plurality in the nature of science( NOS) and science education: A metacommentary. Canadian Journal of Science, Mathematics and Technology Education, 17( 1), 66-71. doi. 10.1080 / 14926156.2016.1271926
Bazzul, J., & Santavicca, N.( 2017). Diagramming assemblages of sex / gender and sexuality as environmental education. The Journal of Environmental Education, 48( 1), 56- 66. doi. 10.1080 / 00958964.2016.1249327
Bazzul, J. & Tolbert, S.( 2017). Reassembling the natural and social commons. In A. J. Means, D. R. Ford,, & G. B. Slater( Eds), Educational commons in theory and practice: Global pedagogy and politics( pp. 55- 73). New York, NY: Palgrave Macmillan doi. 10.1057 / 978-1-137-58641-4 _ 4
Benimmas, A., Boutouchent, F., & Kamano, L.( 2017). Relationship between school and immigrant families in French-language miniority communities in Moncton, New Brunswick: Parents ' perceptions of their children ' s integration. In G. Tibe Bonifacio & J. L. Drolet( Eds.), Canadian perspective on immigration in small cities( Vol. 12, pp. 235- 253). Switzerland: Springer INternational.
Boutouchent, F.( 2016). Le passage du milieu francophone minoritaire au milieu francophone majoritaire: étude d ' une expérience d ' enseignants en formation pour comprendre l ' influence du milieu sur le développement professionnel. Canadian Journal of Applied LIngusitics, 19( 1), 84-108.
Boutouchent, F.( 2016). Book Review: Louise Lafortune, Sylvie Fréchette, Noëlle Sorin, Pierre-André Doudin et Ottavia Albanese( dir.). Approches affectives, métacognitives et cognitives de la compréhension. McGill Journal of Education, 51( 1).
Campbell, C., Osmond-Johnson, P., Faubert, B., et al.( 2017). Executive summary: The state of educators’ professional learning in Canada. Oxford, OH: Learning Forward.
Campbell, C., Zeichner, K., Lieberman, A., & Osmond-Johnson, P. with et al.( 2017). Empowered educators in Canada: How highperforming systems shape teaching quality around the world. San Francisco, CA: Jossey- Bass
Carter, M., Triggs, V., & Irwin, R. L.( 2016). Interlude: Mentoring coexistence. Visual Inquiry: Learning & Teaching Art, 5( 3), 461- 164.
Elliot, P. W., & Spooner, M.( 2016). Addendum: This is a call to action. Prairie Forum, 39( 1), 98-107.
Fleuret, C., & Thibeault, J.( 2016). Interactions verbales d ' élèves allophones en retard scolaire lors de résolutions collaboratives de problèmes orthographiques. Recherches en didactique des langues et des cultures, 12( 2).
Hanson, C.( March 3, 2017). Gender lens needed on indigenous claims( Op-Ed). Winnipeg Free Press. www. winnipegfreepress. com / opinion / analysis / gender-lens-neededon-indigenous-claims-415179984. html
Hart, C.( 2017). En-gendering the material in environmental education research: Reassembling otherwise. The Journal of Environmental Education, 48( 1), 46- 55.
Hudson-Plant, H.( 2017). Raw. Spring, 9.( Saskatchewan Writers ' Guild)
Kell, S., & Forsberg, N.( 2016). The role of mentoring in physical education teacher education: Mentoring in practice, Physical and Health Education Journal, 81( 3), 1- 16. https:// login. libproxy. uregina. ca: 8443 / login? url = http:// search. proquest. com / docvie w / 1809613140? accountid = 13480
King, A-L.( 2017). Chapter 6: The role of song and drum in schools: A response to questions about culturally responsive practice. In F. Pirbhai-Ilich, S. Pete, & F. Martin( Eds.), Culturally responsive pedagogy: Working towards decolonization, indigeneity and interculturalism( pp. 123-139). Switzerland: Palgrave Macmillan.
Lewis, P.( 2017). A story of identity: A cautionary tale. AlterNative: An International Journal of Indigenous Peoples. doi. 10.1177 / 1177180117695417
Lewis, P.( 2017). The Erosion of Play. International Journal of Play, 6( 1), 10-23.
Martin, F., Pirbhai-Illich, F., & Pete, S.( 2017). Beyond culturally responsive pedagogy: Decolonizing teacher education. In F. Pirbhai- Ilich, S. Pete, & F. Martin( Eds.), Culturally responsive pedagogy: Working towards decolonization, indigeneity and interculturalism( pp. 235-256). Switzerland: Palgrave Macmillan.
Nolan, K.( 2016). The lived experience of market-based school reform: An ethnographic portrait of teachers’ policy enactments in an urban school. Educational Policy 1 – 26 doi. 10.1177 / 0895904816673742
Nolan, K.( 2016). Stimulating conversations between theory and methodology in mathematics teacher education research: Inviting Bourdieu into self-study research. In M. Murphy & C. Costa( Eds.), Theory as method: On Bourdieu, education and society( pp. x-y). UK: Routledge.
Osmond-Johnson, P., Zeichner, K., & Campbell, C.( 2017). The state of educators’ professional learning in Alberta. Oxford, OH: Learning Forward
Pete, S.( 2017). Idle no more: Radical indigeneity in teacher education. In F. Pirbhai-Ilich, S. Pete, & F. Martin( Eds.), Culturally responsive pedagogy: Working towards decolonization, indigeneity and interculturalism( pp. 53-72). Switzerland: Palgrave Macmillan.
Phipps, H.( 2016). Imagination and visual literacy: Exploring children ' s creative responses to contemporary Canadian picture books. International Board on Books for Young People, UK. National Centre for Research on Children ' s Literature. University of Roehampton, London, UK.
Pirbhai-Ilich, F., Pete, S. & Martin, F.( Eds.).( 2017) Culturally responsive pedagogy: Working towards decolonization, indigeneity and interculturalism( pp. 123-139). Switzerland: Palgrave Macmillan.
Pirbhai-Ilich, F., Pete, S. & Martin, F.( 2017). Culturally Responsive Pedagogies: Decolonization, Indigeneity and Interculturalism. In F. Pirbhai-Ilich, S. Pete, & F. Martin( Eds.), Culturally responsive pedagogy: Working towards decolonization, indigeneity and interculturalism( pp. 235-256). Switzerland: Palgrave Macmillan.
Schroeter, S., & Wager, A. C.( 2017). Blurring boundaries: Drama as a critical multimodal literacy for examining 17th-century witch hungs. Journal of Adolescent and Adult Literacy, 60( 4), 405-413. doi. 10.1002 / jaal. 585
Sterzuk, A., & Nelson, C. A.( 2016). " Nobody told me they didn ' t speak English!": Teacher language views and student linguistic repertoires in Hutterite Colony schools in Canada. Journal of Language, Identity and Education, 15( 6), 376- 388.
Sterzuk, A.( 2016). Editorial. [ Power and Identity ] in education, 22( 2), 1- 2.
Thibeault, J.( 2016). Supporting French teachers for a paradigm shift in grammar education: A teacher traner ' s perspective. New Horizons in Adult Education and Human Resource Development, 28( 4), 48-52.
Thibeault, J., & Fleuret, C.( 2016). L’ accord du verbe en nombre à l’ écrit chez des élèves de la fin de l ' élémentaire en Ontario français: une étude de cas. Bellaterra Journal of Teaching and Learning Language and Literacy, 9( 3), 32-49. doi. 10.5565 / rev / jtl3.651