1. *Phillips, P. & Ng-A-Fook, N. (forthcoming, 2023). Visualizing the Scope of Truth and Reconciliation Education: An Emerging Field of Study.
  2. *Phillips, P. & Ng-A-Fook, N. (accepted, 2023). An Unsettling Artificial Intelligence: Algorithms, Curriculum, and Futurities. Journal for the American Advancement of Curriculum Studies.
  3. Joncas, J., Gani, R. & Ng-A-Fook, N. (in-press). Retombées qualitatives d’un réseau de mobilisation des savoirs sur l’équité en éducation : possibilités et limites. McGill Journal of Education, McGill University.
  4. Howell, L. & Ng-A-Fook, N. (2023). Just Because we’re small doesn’t mean we can’t stand tall: Reconciliation Education in the Elementary School Classroom. Studies in Social Justice, 17(1), pp. 112-135. (SSHRC Funded)
  5. *Howell, L. & Ng-A-Fook, N. (2022). Unsettling Beneficiaries asCurriculum Inquiries: A Case of Senator Lynn Beyak and Anti-Indigenous Systemic Racisms in Canada. Canadian Journal of Education, 45(1), pp. 1-34. (SSHRC Funded, recipient of the 2023 R.W.B Jackson award)

  6. Ng-A-Fook, N., & *Lee, C., & *Déri, C. & *Abat-Roy, V., & *Barette, J., *Drake, A., S., & *Mya, N., & *Xiaoling, L. (2021). Life Writing as Métissage During A Global Pandemic. Transnational Curriculum Inquiry, 18(1), pp. 1-23.
  7. *Currie, M., & Ng-A-Fook, N. & *Drake, S., A. (2020). Is CRRP Enough?: Addressing Antiracism(s) in Teacher Education. Journal for the American Advancement of Curriculum Studies, 14(2), pp. 1-28.
  8. Ng-A-Fook, N. (2016). Storying Curriculum as Technoeconomic Progress: A Lament! Antistasis, 6(1), pp. 30-33.
  9. Kane, R., Ng-A-Fook, N., Radford, L., & *Butler, J., (2016). Conceptualizing and contextualizing digital citizenship in urban schools: Civic engagement, teacher education, and the placelessness of digital technologies. Citizenship Education Research Journal, 6(1), pp. 24-39. (SSHRC Funded)
  10. *Butler, J., & Ng-A-Fook, N., & *Vaudrin-Charette, J., & *McFadden, F. (2015). Living Between Truth and Reconciliation: Responsibilities, Colonial Institutions, and Settler Scholars. Transnational Curriculum Inquiry, 12(2), pp. 44-64.
  11. Ng-A-Fook, N. & Kane, R., *Butler, J., Glithero, L., *Forte, R. (2015). Brokering Knowledge Mobilization Networks: Policy Reforms, School Partnerships, and Teacher Education. Education Policy Analysis Archives, 23(122), pp. 1-30. (OME, Funded)
  12. *Smith, B., & Ng-A-Fook, N., & *Corrigan, J. (2014, Fall). Mobile(izing) Educational Research: Historical Thinking, M-Learning, and Technopolitics. McGill Journal of Education, 49(3), pp. 583-602. (SSHRC Funded)
  13. Ng-A-Fook, N. & *Milne, R. (2014, Fall). Unsettling our Narrative Encounters within and outside of Canadian Social Studies. Canadian Journal of Social Studies, 47(2), pp. 91-109.
  14. Ng-A-Fook, N. (2014. Fall). Provoking the very “Idea” of Canadian Curriculum Studies as a Counterpointed Composition. Journal of the Canadian Association for Curriculum Studies, 12(1), pp. 10-69.
  15. Ng-A-Fook, N. (2014, Fall). Spinning Curriculum Designs at a Crossroads: Big Ideas, Conversations, and Reconciliation. Journal of the Canadian Association for Curriculum Studies, 12(1), pp. 97-118.
  16. Lévesque, S., & Ng-A-Fook, N., *Corrigan, J. (2014, summer). What does the eye see?: Reading online primary source photographs in history. Journal of Contemporary Issues in Technology and Education. 14 (1), pp. 1-23. (SSHRC Funded)
  17. *Corrigan, J., & Ng-A-Fook, N., & Lévesque, S., & *Smith, B. (2013, summer). Looking to the Future to Understand the Past: A Survey of Pre-Service History Teachers’ Experiences with Digital Technologies in Relation to Teaching History. Nordic Journal of Digital Literacy, pp. 49-73. (SSHRC Funded)
  18. Ng-A-Fook, N., & Radford, L., & *Norris, T., & *Yazdanian, S. (2013, spring). Empowering Marginalized Youth: Curriculum, Media Studies, and Character Development. Canadian Journal of Action Research, 14 (1), pp. 38-50.
  19. Ng-A-Fook, N. (2013, winter). Reconsidering our Attendance to Curriculum Development as…Events, Subjectivities, and a Cosmopolitan Praxis. Journal for the American Association for Advancement of Curriculum Studies, 9 (1), pp. 1-16.
  20. Tarc, P., & Mishra Tarc, A., & Ng-A-Fook, N., & Trilokekar, R. (2012, winter). Re-conceiving International Education: Theorizing Limits and Possibilities for Transcultural Learning. Canadian and International Education Journal, 41 (3), pp. 1-40.
  21. McMurtry, A., Clarkin, C., Bangou, F., Duplàa, E., MacDonald, C., Ng-A-Fook, N. & Trumpower, D. (2012, Fall). Making interdisciplinary collaboration work: Key ideas, a case study and lessons learned. Alberta Journal of Educational Research, 58 (3), pp. 461-473.
  22. Ng-A-Fook, N. & Radford, L. & *Ausman, T. (2012, October). Living a Curriculum of Hyph-e-nations: Diversity, Equity, and Social Media. Multicultural Educational Review, 4 (2), pp. 91-128. (OME, Funded)
  23. *Corrigan, J. & Ng-A-Fook, N. (2012, September). Mobilizing Curriculum Studies in a (Virtual) World: Open Access, Edupunks, and the Public Good. Canadian Journal of Education, 35 (2), pp. 58-76.
  24. *Smith, B., & Ng-A-Fook, N., & *Berry, S. & *Spence, K. (2011, December). Deconstructing a Curriculum of Dominance: Teacher Education, Colonial Frontier Logics, and Residential Schooling. Transnational Curriculum Inquiry, 8 (2), pp. 54-71.
  25. Ng-A-Fook, N. (2011, July). Provoking A Canadian Curriculum Theory Project: A Question of/for Currere, Denkbild and Aesthetics. Media: Culture: Pedagogy, 15 (2), pp. 1-26.
  26. Ng-A-Fook, N. & *Robayo-Sheridan, K. & Noble, S. (2011, February). Reconceptualizing High School: Curriculum, Film, and Narrative Assemblies. Journal for the American Association for Advancement of Curriculum Studies, 7 (1), pp. 1-27.
  27. Reis, G. & Ng-A-Fook, N. (2010). TEK talk: so what? Language and the decolonization of narrative gatekeepers of science education curriculum. Cultural Studies of Science Education, 5 (4), pp. 1009-1026.
  28. Ng-A-Fook, N. (2010). An/other Bell Ringing in the Sky: Greenwashing, Curriculum, and Ecojustice. Journal for the Canadian Association of Curriculum Studies, 8 (1), pp. 41-67.
  29. Ng-A-Fook, N. (2009). Toward Understanding A Curriculum of Being Inhabited by the Language of the Other. Transnational Curriculum Inquiry, 6 (2), pp. 3-20.
  30. Ng-A-Fook, N. (2009). Bridging a response within the watercoursings of empty places. Transnational Curriculum Inquiry Journal, 6 (2), pp. 51-53.
  31. Ng-A-Fook, N. (2005). A Curriculum of Mother-Son Plots on Education’s Center Stage. Journal of Curriculum Theorizing, 21 (4), pp. 43-58.
  32. Ng-A-Fook, N. (2003). A Curriculum Behind the Boys’ Locker Room Doors: Bodies, Desires, and Perpetuating Patriarchy. Journal of Curriculum Theorizing, 19 (4), pp. 65-72.

* collaboration avec des doctorants

  1. Wiscutie-Crepeau, N., & Ng-A-Fook, N., & Joncas, J., Pageau, L. (2023). La portée de la Commission de vérité et de réconciliation dans les contextes francophones canadiens. Revue de l’Association canadienne pour l’étude de curriculum (RACÉC), 23(1), pp. 1-9.

  2. Ng-A-Fook, N., & *Lee, C., & *Oguanobi, I. H. (2020). (Introduction au numéro spécial). Living Stories of Migrancy: Exile, Unconditional Hospitality and Transnational Citizenship. Cultural and Pedagogical Inquiry, 12(2), pp. 1-5.

  3. Stanley, T., & Ng-A-Fook, N., & Cook, S., & Mclean, L., & Levesque, S. (2018). (Editors). From Centennial to Sesquicentennial in Canada: Transformative Research in the History of Education. Historical Studies in Education, 30(1).

  4. Ng-A-Fook, N. (2017). (Introduction to Special Issue). Poeticizing A Story of Asylum: Refugees, Refuge, and Refuse. Cultural and Pedagogical Inquiry, 9(2), pp.1-2.

  5. Ng-A-Fook, N. (2017). (Introduction to Special Issue). Celebrating 40 Years of the Canadian Journal of Education. Canadian Journal of Education, 40(2), pp. 1-2.

  6. Llewellyn, K. & Ng-A-Fook, N. & *Truong-White, H. (2016). (Introduction to Special Issue). Telling Tales in Schools: Oral History Education, Political Engagement, and Youth. Our Schools, Our Selves, 25(2), pp. 97-155. (SSHRC Funded)

  7. McLean, L. & Ng-A-Fook, N. (Fall, 2013). Developing a Global Perspective for Educators: Introduction. Special Issue Education Review. pp. 1-22.

  8. Mclean, L. & Ng-A-Fook, N. (Autumn, 2013). Développement d’une perspective mondiale pour enseignants et enseignantes. Special Issue Revue d'éducation. pp. 1-22.

  9. Ng-A-Fook, N. & Cook, S. A., & *Ainsworth, M. (2012). (Introduction to Special Issue). Making Educational Oral Histories in the 21st Century. Oral History Forum. 32, pp. 1-10.

* collaboration avec des doctorants

  1. Ng-A-Fook, N. & Currie, M. (submitted, under review). (Eds.). Becoming an Antiracist Educator: The Life and Work of Timothy J. Stanley. University of Ottawa Press.
  2. Phelan, A., & Pinar, W. F., Ng-A-Fook, N., & Kane, R. (2020). (Eds.). Reconceptualizing Teacher Education Worldwide: A Canadian Contribution to a Global Challenge. Ottawa, Ontario: University of Ottawa Press. (SSHRC Funded)
  3. Llewellyn, K. & Ng-A-Fook, N. (2020). (Eds.). Oral History, Education, and Justice: Possibilities and Limitations for Redress and Reconciliation. New York, New York: Routledge. (Society of Professors of Education Outstanding Book Award, 2021; Canadian Association Foundations Education, Outstanding Edited Collection Book Award, 2021) (SSHRC Funded)
  4. Hebert, C., & Ng-A-Fook, N., & Smith, B., Ibrahim, A. (2019). Internationalizing Curriculum Studies: Histories, Environments, and Critiques. New York, New York: Palgrave Macmillan, pp. i-248.
  5. Smith, B., & Ng-A-Fook, N., & Pratt, S., & Radford, L. (2018). (Eds.). Hacking Education in a Digital Age: Teacher Education, Curriculum, and Literacies. Charlotte, NC: Information Age Publishing Inc., pp. i-202.
  6. Llewellyn, K., & Ng-A-Fook, N. (2017). (Eds.). Oral History and Education: Theories, Dilemmas, and Practices. New York, New York: Palgrave Macmillan, pp. i-388. (Canadian Oral History Association Prize; awarded to an outstanding example of oral history practice, 2018). (SSHRC Funded)
  7. Ng-A-Fook, N., & Ibrahim, A., & Reis, G. (2016). (Eds.). Provoking Curriculum Studies: Strong Poetry and Arts of the Possible in Education. New York, New York: Routledge, pp. i-306 (Society of Professors of Education Outstanding Book Award, 2017; AERA Division B, Outstanding Book Recognition Award, 2016)
  8. Ng-A-Fook, N. & *Rottmann, J. (Eds.). (2012). Reconsidering Canadian Curriculum Studies. New York, New York: Palgrave Macmillan, pp. i-278.

* collaboration avec des doctorants

  1. Ng-A-Fook, N. (forthcoming). A Curriculum Theory in-the-Making. Edited Collection on Life Works of Janet Miller.
  2. *Mya, N. & Ng-A-Fook, N. (forthcoming). Narratives of Un/Becoming an Immigrant/Canadian in Classrooms. In Richard D. Sawyer & Daniel Ness. Understanding Curriculum Epistemicide: Finding Light in Dark Times. New York, New York: Peter Lang Publishers.
  3. Ng-A-Fook, N. (in-press). Reconstructing Curriculum Studies in Canada: Life Writing, Settler Colonialism, Truth and then Reconciliation. In William F. Pinar & Anne Phelan. (Eds.). Curriculum Studies in Canada: Present Preoccupations. Toronto, Ontario: University of Toronto Press.
  4. *Phillips, P. & Ng-A-Fook, N. (2023). What is A Canadian Curriculum Theory Project? In Peter Trifonas and Susan Jagger (Eds.), (pp.1-23). Handbook of Curriculum Theory and Research. Springer.
  5. Ng-A-Fook, N. (2023). Placing the Significance of Life Writing as A Curriculum Theory Project. In Petra Munro Hendry & Molly Quinn. (Eds.) Curriculum Histories in Place, in Person, in Practice: The LSU Curriculum Theory Project. Routledge.
  6. Howell, L. & Ng-A-Fook, N. (2023). Truth and then Reconciliation Research: An Emerging Field of Educational Studies. In Robert Tierney, Fazal Rizvi & Kadriye Ercikan (Eds.) International Encyclopedia of Education (pp. 272-282). Elsevier. (SSHRC Funded)
  7. Ng-A-Fook, N., & *Phillips, P. & *Currie, M., & Pind, J. (2023). Purposes of Education: Unsettling Purposes of Settler Colonial Public Education, pp. 39-64. In Theodore Christou (Ed.). Historical Foundations of Education. Routledge. (SSHRC Funded)
  8. Ng-A-Fook, N., Crowe, T., Trumpower, D., *Phillips, P. (2022). Reconceptualizing Teacher Education: Equity, Diversity, and Inclusion Beyond Times of a Pandemic, pp. 349-373. In Diana Petrarca & Julian Kitchen. (Eds.). Initial teacher education in Ontario: The four-semester teacher education programs after five years. Ottawa, ON: Canadian Association for Teacher Education.
  9. Ng-A-Fook, N, *Oguanobi, H. I., Radford, L. (2020). Reconceptualizing our “Ideas” of Transnational Citizenship: Migration, Unconditional Hospitality, and Urban Priority Schools, pp. 128-151. In John Chi-Kin and Noel Gough. (Eds.). Transnational education and curriculum studies: International perspectives. New York, New York: Routledge. (SSHRC Funded)
  10. *Brant-Birioukov, K., Ng-A-Fook, N., & Kane, R. (2020). Reconceptualizing Teacher Education in Ontario: Civic Particularity, Ethical Engagement, and Reconciliation, pp. 39-67. In Anne Phelan, William F. Pinar, Nicholas Ng-A-Fook, and Ruth Kane (Eds.). Reconceptualizing Teacher Education Worldwide: A Canadian Contribution to a Global Challenge. Ottawa, Ontario: University of Ottawa Press. (SSHRC Funded)
  11. *Brant-Birioukov, K., Ng-A-Fook, N., & Llewellyn, K. (2020). Restorying Settler Teacher Education: Truth, Reconciliation, and Oral History, pp. 107-131. In Nicholas Ng-A-Fook & Kristina Llewellyn (Eds.). Oral History, Education, and Justice: Possibilities and Limitations for Redress and Reconciliation. New York, New York: Routledge. (SSHRC Funded)
  12. McWhorter, D., Roosemalen, E., Kotsopoulos, D., Gadanidis, G., Kane, R., Ng-A-Fook, N., Campbell, C., Pollock, K., & Sarfaraz, D. (2019). Fostering Improved Connections Between Research, Policy, and Practice, pp. 52-64. In Joel Malin and Chris Brown. (Eds.). The Role of Knowledge Brokers in Education: Connecting the Dots. New York, New York: Routledge. (OME, Funded)
  13. Strong-Wilson, T., Malenfant, J. Hasebe-Ludt, E., Irwin, R., Johnston, I., Leggo, C., Ng-A-Fook, N., & Smits, H. (2019). Provoking Curriculum Encounters: Genealogies of the Provoking Curriculum (Studies) Conference, pp. 206-220. In Teresa Strong-Wilson, Christian Ehret, Sandra Chang-Kredl, & David Lewkowich. (Eds.). Provoking Curriculum Encounters: New Engagements with the Curriculum Theory Archive. New York, New York: Routledge.
  14. Ng-A-Fook, N. (2019). Addressing “Curriculum” as an Inspirited Letter. In M. Quinn (Ed.). Complexifying Curriculum Studies: From the Echo of God’s Laughter: Essays on the Generative and Generous Gifts of William E. Doll Jr., (pp. 153-162). New York, New York: Routledge.
  15. Forte, R., & Ng-A-Fook, N., & Reis, G. (2019). Enclosing the Commons: Beyond A Beautiful Destruction, pp. 402-422. In Peter Trifonas & Susan Jagger (Eds.). Handbook of Cultural Studies in Education. New York, New York: Routledge.
  16. Ng-A-Fook, N., *Ingham, M., *Burrows, T. (2018). Reconciling 170 Years of Settler Curriculum Policies: Teacher Education in Ontario. In Theodore Christou. (Ed.). Curriculum History of Teacher Education, (pp. 125-144). New York, New York: Routledge.
  17. *Butler, J., Ng-A-Fook, N., & *Forte, R., & *McFadden, F., & Reis, G. (2017). Ecojustice Education as a Praxis of Environmental Reconciliation: Teacher Education, Indigenous Knowledges, and Relationality. In Giuliano Reis & Jeff Scott. International Perspectives on the Theory and Practice of Environmental Education: A Reader (pp. 19-31). New York, New York: Springer.
  18. *Brant, K., & *Cheechoo, K., & *McGuire-Adams, T., & *Vaudrin-Charette, J., & Ng-A-Fook, N. (2017). Indigenizing Ivory Towers: Poetic Inquiry, Métissage and Reconciliation. In Ellyn Lyle (Ed.). At the Intersection of Selves and Subject: Exploring the Curricular Landscape of Identity, (pp. 87-104). Rotterdam The Netherlands: Sense Publisher.
  19. Ng-A-Fook, N., & Kane, & R., Crowe, T., & Karagiozis, N., & Schira-Hagermann, M. (2017). Reconceptualizing Teacher Education at the University of Ottawa, pp. 217-252. In Diana Petrarcha & Julian Kitchen. (Eds.). Initial Teacher Education in Ontario: The First Year of Four-Semester Teacher Education Programs. Ottawa, ON: Canadian Association for Teacher Education.
  20. Ng-A-Fook, N. & Smith, B. (2017). Doing Oral History Education Toward Reconciliation. In Kristina Llewellyn and Nicholas Ng-A-Fook (Eds.). Oral History and Education, pp. 65-86. New York, New York: Palgrave, Macmillan. (SSHRC Funded)
  21. Ng-A-Fook, N. (2016). Becoming an International: Curriculum Theory, Currere, and Subjectivity. In Mary Aswell Doll and Marla Morris (Eds.). The Reconceptualization of Curriculum Studies: A Festschrift in Honor of William F. Pinar, pp. 121-129. New York, New York: Routledge.
  22. Ng-A-Fook, N. (2015). Autobiography, Intellectual Topographies, and Teacher Education. In Hua Zhang and William F. Pinar (Eds.). Autobiography and Teacher Development in China: Subjectivity and Culture in Curriculum Reform, pp. 121-150. New York, New York: Palgrave Macmillan.
  23. Reis, G., Ng-A-Fook, N., & *Glithero, L. (2015). Provoking Ecojustice: Taking Citizen Science and Youth Activism Beyond the School Curriculum. In M. Mueller & D. Tippings (Eds.), Ecojustice, citizen science and youth activism, pp. 39-61. New York: Springer International Publishing Switzerland.
  24. Radford, L. & Ng-A-Fook. N. (2015). Framing Radical Hope within Forbidden Cities: Curriculum, Social Networks, and A Literacy of Dreams. In Rahat Naqvi and Hans Smits (Eds.), Framing Peace: Thinking About and Enacting Curriculum as "Radical Hope", pp. 145-157. New York, New York: Peter Lang. (OME, Funded)
  25. Ng-A-Fook, N., Radford, L., & *Ausman, T. (2014). Living Hyph-e-nations: Youth Culture, Social Networking, and Third Spaces. In Shirley Steinberg and Awad Ibrahim (Eds.), The Critical Youth Studies Reader pp. 240-254. New York, New York: Peter Lang. (The book was the winner of the American Educational Studies Association Critics Choice Award). (OME, Funded)
  26. Ng-A-Fook, N. (2013). Contemplating A Canadian Curriculum Theory Project: Currere, Denkbild and Intellectual Genealogies, pp. 172-181. In Erika Hasebe-Ludt and Wanda Hurren (Eds.), Contemplating Curriculum: Genealogies/Times/Places. New York, New York: Routledge.
  27. Ng-A-Fook, N. (2013). Fishing for Knowledge Beyond Colonial Disciplines: Curriculum, Social Action Projects, and Indigenous Communities. In A. Kulnieks, & D. Roronhiakewen Longboat, & K. A. Young, (Eds.), Contemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place, pp. 285-305. Rotterdam The Netherlands: Sense publishers.
  28. Kulnieks, A. &, Ng-A-Fook, N. &, Stanley, D. & Young, K. (2012). Reconsidering Canadian Environmental Curriculum Studies: Framing an Approach to Ecojustice. In Nicholas Ng-A-Fook & Jennifer Rottmann (Eds.). Reconsidering Canadian Curriculum Studies, pp. 107-136. New York, NY: Palgrave Macmillan.
  29. 23. Ng-A-Fook, N. (2012). Navigating M/other-Son Plots as a Migrant Act: Autobiography, Currere, and Gender. In Springgay, S. & Freedman, D. (Eds.). Mothering a bodied curriculum: Emplacement, desire, affect, pp. 160-185. Toronto, Ontario: University of Toronto Press.
  30. Ng-A-Fook, N. (2011). Decolonizing Narrative Strands of our Eco-civic Responsibilities: Curriculum, Social Action, and Indigenous Communities. In Kelly Young & Darren Stanley (Eds.), Contemporary Studies in Canadian Curriculum: Principles, Portraits, and Practices, pp. 313-341. Calgary, Alberta: Detselig Enterprises Ltd.
  31. Ng-A-Fook, N. (2009). Inhabiting the Hyphenated Spaces of Alienation and Appropriation: Currere, Language, and Postcolonial Migrant Subjectivities. In James Nahachewsky and Ingrid Johnson (Eds.), Beyond Presentism, pp. 87-103. Rotterdam The Netherlands: Sense publishers.

* collaboration avec des doctorants

  1. Ng-A-Fook, N. (2007). An Indigenous Curriculum of Place: The United Houma Nation’s Contentious Relationship with Louisiana’s Educational Institutions. New York, New York: Peter Lang, pp. i-232.

* collaboration avec des doctorants