• Creating spaces: testimonio, impossible knowledge, and academe 

  Haig-Brown, Celia (International Journal of Qualitative Studies in Education, 2003)

  This article examines what it means to engage seriously with speech and writing events, such as testimonio, articulated by people whose theoretical base lies primarily in experience outside the walls of academe. I argue ...

• “Returning the Dues:” Community and the Personal in a University-School Partnership 

  Haig-Brown, Celia; James, Carl E. (Urban Education, 2001-03-01)

  This study uses interviews to explore students’ perspectives of a university path program, one initiative of a university-school partnership. Responses show that the abstraction of the program lives in concrete and personal ...

• Continuing Collaborative Knowledge Production: Knowing when, where, how and why 

  Haig-Brown, Celia (Journal of Intercultural Studies, 2001)

  This paper questions assumptions about conducting research based in programs developed to serve communities which have traditionally had restricted access to the university. Grounded in an off-campus Master of Education ...

• Culturally Responsive Teaching: Stories of a First Nation, Métis, and Inuit Cross-Curricular Infusion in Teacher Education 

  Vetter, Diane; Haig-Brown, Celia; Blimkie, Melissa (Leading English Education and Resource Network (LEARN), 2014-08-01)

  This paper explores how the work of the infusion of First Nation, Métis, and Inuit traditions, perspectives, and histories at York University’s Faculty of Education Barrie Site unfolds in practice. It also highlights the ...

• Shifting Perspectives and Practices: Teacher Candidates’ Experiences of a First Nation, Métis and Inuit Infusion in Mainstream Teacher Education 

  Blimkie, Melissa; Vetter, Diane; Haig-Brown, Celia (Brock University, Faculty of Education, 2014-10-09)

  This exploratory case study shares teacher candidates’ perspectives and experiences of an Aboriginal infusion at York University’s Faculty of Education field site in Barrie, Ontario. For this initiative, Aboriginal content ...

• Toward a Pedagogy of Land: The Urban Context 

  Styres, Sandra; Haig-Brown, Celia; Blimkie, Melissa (Canadian Society for the Study of Education, 2013)

  This article examines the possibilities when shifting what we have come to call a pedagogy of Land from rural to urban contexts. The authors explore some persisting questions around what it means to bring a pedagogy of ...

• Indigenous Thought, Appropriation and Non-Aboriginal People 

  Haig-Brown, Celia (Canadian Society for the Study of Education, 2010-01-04)

  In this article, I explore the question, “What is the relationship between appropriation of Indigenous thought and what might be called ‘deep learning’ based in years of education in Indigenous contexts.” Beginning with ...

• Taking Indigenous Thought Seriously: A Rant on Globalization with Some Cautionary Notes 

  Haig-Brown, Celia (Canadian Society for the Study of Education, 2008)

• A Pedagogy of the Land: Dreams of respectful relations 

  Haig-Brown, Celia; Dannenmann, Kaaren (McGill University, Faculty of Education, 2002)

  This article arises out of a partnership between an aboriginal community member and a university faculty member whose relational focus is the development of a pedagogy of the land within the Indigenous Knowledge Instructors ...

• Coordinating policy layers of school fundraising in Toronto, Ontario, Canada: An institutional ethnography 

  Winton, Sue (2019)

  In this article, I report findings from an investigation into the politics and coordination of school fundraising in the Toronto District School Board (TDSB) in Toronto, Ontario, Canada. Theoretically grounded in institutional ...

• Between art and testimony: Transforming oral histories of Holocaust survivors into young adult fiction and creative non-fiction. Oral History Forum, Oral History Forum d’histoire oral,32 (2012), Special Issue “Making Educational Oral Histories in the 21st Century.” 

  Krasny, Karen (Oral History Forum/Forum d’histoire oral, 2012)

  Works of historical fiction and creative non-fiction written about the Holocaust continue to occupy an important place in both the literary and history curricula in K to 12 schools. In discussion with author Kathy Kacer, ...

• Mental Imagery and Affect in English/French Bilingual Readers: A Cross-Linguistic Perspective 

  Krasny, Karen; Sadoski, Mark (Canadian Modern Language Review, University of Toronto, Mar-08)

  We investigated the evocation of mental imagery and affect in English/French bilinguals to determine whether the linguistic demands of reading in a second language (L2) limit readers’ ability to form non-verbal text ...

• Abstract: Experiential Learning through Digital Storytelling (review) 

  Anderson, Kenneth Howard (2011-02-23)

• Rating scale impact on EFL essay marking: A mixed-method study 

  Barkaoui, Khaled (Elsevier, 2007)

• Shifting Roles and Approaches: Government Coordination of Postsecondary Education in Canada from 1995 to 2006 

  Shanahan, Theresa (Routledge Taylor & Francis Group, 2007)

• Traditional Governance Structures - Current Policy Pressures: The Academic Senate and Canadian Universities. 

  Goyan, P.; Shanahan, Theresa; Jones, G.A. (Routledge Taylor & Francis Group, United Kingdom., 2002)

• University Governance in Canadian Higher Education 

  Jones, G.A.; Shanahan, Theresa; Goyan, P. (Routledge Taylor & Francis Group, United Kingdom., 2001)

• Foreign Impacts on Japanese and Chinese Higher Education: A Comparative Analysis 

  Zha, Qiang (2004)

• Comparing University: A Case Study between Canada and China 

  Lang, Daniel; Zha, Qiang (Palgrave Macmillan, 2004)

• The Resurgence and Growth of Private Higher Education in China 

  Zha, Qiang (2006)

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