Publications

Hill, C., Bailey, R., & McKay, C. (2024). Disrupting Colonial Narratives of Place: The q̓íc̓əy̓ Slough Yesterday, Today, and Tomorrow Project. Canadian Journal of Education Revue Canadienne De l’éducation, 47(4), 1057–1089. https://doi.org/10.53967/cje-rce.6889

Roze des Ordons, D. M., & Hill, C. (2024). Belonging to the living world: the potential benefits of nature and place-based education for collective wellbeing and eco-social-cultural change. Journal of Adventure Education and Outdoor Learning 1–19. https://doi.org/10.1080/14729679.2024.2444913

Hill, C., Bailey, R., & McKay, C. (in press). Disrupting Colonial Narratives of Place: The q̓íc̓əy̓ slough yesterday, today, and tomorrow project.
Canadian Journal of Education.

Roze des Ordons, D, & Hill, C. (accepted). Belonging as a foundation for eco-social cultural change: The potential benefits of nature and place-based education for collective health and wellbeing.
Journal of Outdoor and Adventure Education.

Hill, C., Sivia, A., Kelly, V., Rosehart, P, & Keliipio, K. (2024). “Self” in self-study: Alongside stories as Indigenously understood inquiry. In Education, 29(3), 53-76. https://doi.org/10.37119/ojs2024.v29i3.767

Hill, C., Rosehart, P, Roze des Ordons, D., Aileen, K. & Blenkinsop, S. (2024). Nature-based Teacher Education as Beyond ‘Getting Outside:’ Relational Attunement, Attending to the Un-noticed, and Ethical Responsibility. Teacher Development. Teacher Development. 1–19. https://doi.org/10.1080/13664530.2024.2383748

Evans, N. & Hill, C. (2024). The infinite potential within educative spaces: Kairos Moments and Quantum Leaps. Canadian Journal of Action Research, 24,(2), 3-17. https://id.erudit.org/iderudit/1111686ar

Hill, C., & MacDonald, M. (2023). Teaching with the virus: Socio-material assemblages and the production of schooling. Alberta Journal of Educational Research, 69(4), 473-491. https://doi.org/10.55016/ojs/ajer.v69i4.73625

Hill, C, Whintors, N. & Bailey, R. (2023). We are the Salmon Family: Inviting reciprocal and respectful pedagogical encounters with the Land. Engaged Scholar Journal, 8,(4), 1-22. https://doi.org/10.15402/esj.v8i4.70802

Rosehart, P., Hill, C., Sivia, A., St. Helene, J. & Sadhra, S. (2022). Seeking serendipity: Teacher educators as adaptive experts during COVID. Journal of Education for Teaching, 1-15. https://doi.org/10.1080/02607476.2022.2082275

Hill, C., & MacDonald, M. (2022). Working in a ‘community engaged’ university during an ra of reconciliation. In G. Parr, A. Fitzgerald, & J. Williams (Eds.). Educational Work: Special Issue of the Australian Educational Researcher, 49, 547–569. https://doi.org/10.1007/s13384-022-00531-6

MacDonald, M., & Hill, C. (2021). The Educational impact of the COVID-19 rapid response to teachers, students, and families. Scholarship of Teaching and Learning in Psychology, 15, 1-15. https://doi.org/10.1007/s11125-020-09527-5

Hill, C., Bailey, R., Power, C., & McKenzie, N. (2021). Supporting communities in caring for Salmon and each other: Creek restoration as a site for multi-system change and wholistic re/conciliation. In J. Hare (Ed.) Special Edition - Action Research and Indigenous Ways of Knowing. Canadian Journal of Action Research, 21(3), 72-94. https://doi.org/10.33524/cjar.v21i3.479

Hill, C., Rosehart, P., St. Helene, J. & Sadhra, S. (2020). What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada. Journal of Education for Teaching,(3) 46, 565-575. https://doi.org/10.1080/02607476.2020.1797439

Hill, C. (2019). Mad I’m mad: Parental-inquiry as wayfaring. SFU Ed Review, 12(1), 52-67. https://doi.org/10.21810/sfuer.v12i1.679

Hill, C., Rosehart, P., Montabello, S., MacDonald, M., Blazevich, D. & Chi, B. (2019). Teaching and learning in inter-institutional spaces: An example from a community-campus partnership in teacher education. The Engaged Scholar Journal, 5(1), 37-55. https://doi.org/10.15402/esj.v5i1.67848

MacDonald, M., & Hill, C. (2018). The intersection of pedagogical documentation and teacher-inquiry: A living curriculum. LEARNing Landscapes, 11(2), 271-286. https://doi.org/10.15402/esj.v5i1.67848

Hill, C. M., (2017). More-than-reflective practice: Becoming a diffractive practitioner. Teacher Learning and Professional Development, 2(1), 1-17. https://journals.sfu.ca/tlpd/index.php/tlpd/article/view/28

MacDonald, M., Bowen, W., & Hill, C. (2017). Using engaged philosophical inquiry to deepen young children’s understanding of environmental sustainability: Being, becoming and belonging. Journal of Philosophy in Schools, 4(1), 50-73. https://doi.org/10.21913/JPS.v4i1.1419

Hill, C. & MacDonald, M. (2016).
Implementation and imact of experiential learning in a graduate level teacher education program: An example from a Canadian university. Global Education Review, 4(3), 54-69.