Members’ Research

MEMBERS’ RECENT RESEARCH

2025

Harvey, S. R., & Karrow, D. D. (2025). Mystery: Poetizing by Way of Gelassenheit Toward a Pedagogy of Awe. Journal of the Canadian Association for Curriculum Studies, 22(1), 89–101. https://doi.org/10.25071/1916-4467.40840

Karrow, D. D., & Harvey, S. R. (2025). Sojourn of the Sylvan Fringe: Receptivity to Mystery and Curricular Ruminations. Journal of the Canadian Association for Curriculum Studies, 22(1), 12–29. https://doi.org/10.25071/1916-4467.40845

Sims, L., & Desmarais, M.É. (2025). Enabling the possible: planning for inclusion through approaches anchored in the community and the environment. In R. Bruno-Jofre and D. Vidal (Eds.). Teacher education at the crossroads of multiple modernities and internationalities (XIX-XX Centuries). FEUSP, San Paulo. pp 121 – 138.

Sperling, E., Inwood, H., Sims, L., & Elliott, P. (2025). Exploring ecojustice & environmental learning through online preservice teacher education. Canadian Journal of Education, 48(1), 145–173. https://doi.org/10.53967/cje-rce.7233

2024

Blom, R., & Karrow, D. (2024). Environmental and sustainability education in teacher education research: An international scoping review of the literature. International Journal of Sustainability in Higher Education, 25(5), pp. 903-926. https://doi.org/10.1108/IJSHE07-2023-0288

Danyluk, P., Burns, A., Poitras Pratt, Y., Wessel, S., James Thomas, S., Trout, L., Lorenz, D., Kendrick, K., Kapoyannis, T., Crawford, K., Lemaire, E., Hill, J., Bright, R., Burleigh, D., Weir, C., Hill, L., Boschman, L. (2024). Weaving Indigenous knowledges into the classroom as a tool to combat racism. Journal of Contemporary Issues in Education 19(1), 28-58. https://journals.library.ualberta.ca/jcie/index.php/JCIE/article/view/29628

Field, E., Berger, P., Lee, D., Strutt, C., & Nguyen, A. (2024). Knowledge, urgency, and agency: Reflections on climate change education course outcomes. Environmental Education Research. https://doi.org/10.1080/13504622.2023.2296359

Field, E., Tremblay, M., & Inwood, H. (2024). National roundtable on climate change education in teacher education report. Accelerating Climate Change Education in Canadian Teacher Education Project.  https://accelerating-cce.ca/10-2/national-roundtable-in-cce-in-teacher-education/

Hill, J. (2024). SoTL as reconciliation: Seeking to contribute to decolonization and Indigenization of teaching, learning, and research in Canadian Universities. Imagining SoTL.4(2), 2-14.. https://doi.org/10.29173/isotl779   

Hill, J. T., Chadwick, J. A., Nickel, J., O’Connor, K. B., Kell, S. D., Hamilton, S. J., Reena, S. (2024). Supporting teacher candidate wellness. In J. Pattison-Meek & C. Phillips (Eds.) Pedagogies of Practicum – Post-Pandemic Reflections on Innovation in Practice Teaching. Peter Lang. https://doi.org/10.3726/b22164 *Student as co-author

Hill, J., Crawford, K., Martens, S., Pelletier, C. Thomas, C., & Wong A. (2024). Leadership as Métissage: Seeking to Indigenize our faculty of education. International Journal for Leadership in Learning, 24(2), 110–137. https://doi.org/10.29173/ijll55

Karrow, D., & Harvey, S. R. (2024). The ‘thalweg’ of currents: Naturalist environmental education. Canadian Journal of Environmental Education, 26, 32-50.

2023

Danyluk, P., Burns, A., Poitras Pratt, Y., Kendrick A., Wessel, S., Plante, M., Crawford, K., Lemaire, W., Hill, J., Bright, R., Burleigh, D., Weir, C., Hill, L. & Boschman, L. (2023) Examining the braiding and weaving of Indigenous ways of knowing, being, and doing in Alberta teacher education. Alberta Journal of Educational Research, 69(3), 384–405. https://doi.org/10.11575/ajer.v69i3.76174

da Silva, M. L., de Azambuja Elali, G. V. M., & Karrow, D. (2023). Environmental perception: A study with the Federal Institute of Rio Grande do Norte (IFRN)-SGA students. Environmental and Education Magazine, 28(2), 1-18.

Field, E., & Howlett, S. (2023). Climate leadership within Canadian school boards: 2023 review. Lakehead University.
https://climatechangelearningcanada.org/2023-review/

Galway, L. P., & Field, E. (2023). Climate emotions and anxiety among young people in Canada: A national survey and call to action. Journal of Climate Change and Health, 9, 100204. https://doi.org/10.1016/j.joclim.2023.100204

Hill, J. T., Thomas, C., & Robb-Hagg, A. (2023). Decolonizing assessment practices in online learning environments. In L. Hill & P. Seitz (Eds.) Assessment for the Online Learning Platform: A Canadian Perspective. Routledge. https://doi.org/10.4324/9781003347972-9

Kahpeaysewat, N., Lemieux, C., & Hill,  J. (2023).  (De)Colonized science:  Hopes,  complexities, tensions,  and  frustrations  in  seeking  to  Indigenize  undergraduate science education. Imagining SoTL, 3(2 ), 27-39. https://doi.org/10.29173/isotl688 **Student as lead author

Karrow, D., & Harvey, S. R. (2023). Meditative thinking and the naturalist current of environmental education: Principles informing a philosophy of reclaiming mystery. In M. Etherington (Ed.). Environmental Education: Interdisciplinary Approaches to Nature. (pp. 206-217). Wipf & Stock.

Khan, S., Bowen, M., & Karrow, D. (2023). Abeing for multispecies flourishing. American Association for the Advancement of Curriculum Studies, 15(2), 1-35.

Sims, L. & Desmarais, M.-É (2023). Permettre le possible : planifier l’inclusion par les approches ancrées dans la communauté et l’environnement. Éducation relative à l’environnement : regards, recherches, réflexions, 18(2), 1 – 17. https://journals.openedition.org/ere/11028

2022

Crawford, C., Hill, J., Dykema, D., Hiltermann, E., Tata, H & Wong, J.  (2022). (Re)storying Education. In E. Lyle (Ed.) Re/humanizing Education. Brill | Sense. https://doi.org/10.1163/9789004507593_002*Students as co-authors

Desmarais, M.É., Rocque, R. & Sims, L. (2022). Comment faire face à l’éco-anxiété : 11 stratégies d’adaptation en contexte éducatif. Éducation relative à l’environnement : Regards, recherches, réflexions, 17(1), 1-8. https://doi.org/10.4000/ere.8267

Fazio, X. (2022). Schools and communities: Interdisciplinary learning and the ecological crises of the anthropocene. In A.J. Farrell, C. Skyhar, M. Lam (Eds.), Teaching in the anthropocene: Education in the face of environmental crisis, (pp.16–27). Canadian Scholars.

Gladwin, D., Karsgaard, C., & Shultz, L. (2022). Collaborative learning on energy justice: International youth perspectives on energy literacy and climate justice. The Journal of Environmental Education, 53(5), 251–260. https://doi.org/10.1080/00958964.2022.2113019

Hill, J. (2022). School leadership for decolonization and Indigenization. Canadian Journal of Educational Administration and Policy, 200, 7–21. https://doi.org/10.7202/1092704ar

Inwood, H. (2022). Growing action research on environmental learning in schools: A school-university partnership. Educational Action Research, 30(4), 604–608. https://doi.org/10.1080/09650792.2021.1968455

Karrow, D., Fazio, X., & Zandvliet, D. (2022). Environmental education nomenclature and discourse. In M. Peters (Ed.), Encyclopedia of teacher education. Springer. Singapore. https://doi.org/10.1007/978-981-13-1179-6_460-1

Karrow, D., Fazio, X., & Zandvliet, D. (2022). What’s in a name? The signifiers and emptysignifiers of environmental and sustainability education: Implications for teacher education. Brock Education Journal, 31(2), 109-130.

Karsgaard, C., & Shultz, L. (2022). Youth movements and climate change education for justice. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1808

Khan, S., Karrow, D. Tran, H. T. T., & La France, S. (2022). Plantation logics and STEM economics: Making kin as education for multispecies flourishing after man. In S. Farrell, C. Skyhar & M. Lam (Eds.), Teaching in the Anthropocene: Education in the face of environmental crisis. Canadian Scholars. ISBN: 9781773382821

Schwartzberg, P., Stevens, J., & Acton, K. (2022). Canadians’ perspectives on climate change and education: 2022. https://lsf-lst.ca/research-policy/survey/

VanWynsberghe, R. (2022, May). Education for sustainability, transformational learning time and the individual collective dialectic. In Frontiers in Education (7), 1–8 https://doi.org/10.3389/feduc.2022.838388.

2021

Evans, N. (Snowy), Inwood, H., Christie, B., & Ärlemalm-Hagsér, E. (2021). Comparing education for sustainable development in initial teacher education across four countries. International Journal of Sustainability in Higher Education, 22(6), 1351–1372. https://doi.org/10.1108/IJSHE-07-2020-0254

Sims, L., Gagné, R., Carrière, A., Vandal, A, Fowler, A., Brémault, C. & Grégoire, S. (2021). T’es Métis toi?! Des réflexions d’étudiants universitaires franco-manitobains métis à propos de leur identité culturelle, la réconciliation et l’éducation. Éducation et francophonie, 49(1), 133-152. https://revue.acelf.ca/resume.php?id=704#.YO9MSxNKigR

Sims, L., Inwood, H., Elliott, P., & Gerofsky, S. (2021). Innovative praxis for environmental learning in Canadian faculties of education. Australian Journal of Environmental Education, 37(3), 240–253. https://doi.org/10.1017/aee.2021.2

2020

DiGiuseppe, M., Karrow, D., & Inwood, H. (2020). Symposium: Environmental and sustainability education in teacher education: Canadian perspectives. Journal of the Canadian Association for Curriculum Studies, 18(1), 39–40. https://doi.org/10.25071/1916-4467.40485

Inwood, H. (2020). Emerging praxis of environmental and sustainability education in teacher education in Canada. Journal of Philosophy of Education, 54(4), 825–831. https://doi.org/10.1111/1467-9752.12466

Inwood, H. & Kennedy, A. (2020). Creating a climate of change: Professional development in environmental and sustainability education through university and school board partnerships. Canadian Journal of Environmental Education, 23(1), 68–84.

Karrow, D., & Howard, P. (2020). Research activities of the Canadian standing committee on environmental and sustainability education in teacher education. Canadian Journal of Environmental Education, 23(1), 102-120.

O’Brien, C., & Howard, P. (Eds). (2020). Living schools: Transforming education. Education for Sustainable Well-Being Press. https://mspace.lib.umanitoba.ca/items/d719d3d0-c624-49ad-af8d-1c9cf2dae2d6

Sims, L., Asselin, M., & Falkenberg, T. (2020). Environmental and sustainability education in pre-service teacher education in Canada: A case study. Canadian journal of environmental education, 23(1), 14-31. https://cjee.lakeheadu.ca/article/view/1604

Sims, L., & Desmarais, M.-É. (2020). Planning to overcome perceived barriers: Environmental and sustainability education, inclusion, and accessibility. International journal of higher education and sustainability, 3(1), 1-17. https://doi.org/10.1504/IJHES.2020.108611

Sims, L., Rocque, R. & Desmarais, M.-É. (2020). Enabling students to face the environmental crisis and climate change with resilience: Inclusive environmental and sustainability education approaches and strategies for coping with eco-anxiety. International journal of higher education and sustainability, 3(2), 112-131. https://doi.org/10.1504/IJHES.2020.113059

2019

Beeman, C., & Sims, L. (2019). From relationship to something more: Environmental and sustainability education and a new ontological position. In D. Karrow et M. DiGiuseppe (Eds.), Environmental and sustainability education in teacher education: Canadian perspectives (193–208). Springer.

Field, E., Schwartzberg, P., & Berger, P. (2019). Canada, climate change and education: Opportunities for public and formal education. Formal Report for Learning for a Sustainable Future. https://www.researchgate.net/publication/337111645_Canada_Climate_Change_and_Education_Opportunities_for_Public_and_Formal_Education

Karrow, D. D., & DiGiuseppe, M. (2019). Environmental and sustainability education in pre-service teacher education: Canadian perspectives. Springer.  https://doi.org/10.1007/978-3-030-25016-4

Karrow, D. D., DiGiuseppe, M., Elliott, P., Fazio, X., & Inwood, H. (2019). Preservice teacher environmental education capacities: What Is the role of Ontario’s faculties of education? In Environmental and sustainability education in teacher education (pp. 89–109). Springer International Publishing. https://doi.org/10.1007/978-3-030-25016-4_7