{"id":30,"date":"2021-05-03T09:28:51","date_gmt":"2021-05-03T16:28:51","guid":{"rendered":"https:\/\/blogs.ubc.ca\/educationalenvironments\/?page_id=30"},"modified":"2021-05-04T09:52:10","modified_gmt":"2021-05-04T16:52:10","slug":"bibliography","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/educationalenvironments\/bibliography\/","title":{"rendered":"Bibliography"},"content":{"rendered":"

Additional Readings<\/u><\/strong><\/p>\n

Aarnikoivu, M. (2020). The spatiotemporal dimension of doctoral education: A way forward.\u00a0Studies in Higher Education<\/em>, 1-13. https:\/\/doi.org\/10.1080\/03075079.2020.1723530<\/a><\/p>\n

Alderman, D. H., & Reuben, R. R. (2020). The classroom as \u201ctoponymic workspace\u201d: Towards a critical pedagogy of campus place renaming.\u00a0Journal of Geography in Higher Education<\/em>,\u00a044<\/em>(1), 124-141. https:\/\/doi.org\/10.1080\/03098265.2019.1695108<\/a><\/p>\n

Barman, J. (2007). Erasing Indigenous Indigeneity in Vancouver.\u00a0BC Studies<\/em>, (155), 3-30. https:\/\/doi.org\/10.14288\/bcs.v0i155.626<\/a><\/p>\n

Bates, V., Hickman, C., Manchester, H., Prior, J., & Singer, S. (2020). Beyond landscape\u2019s visible realm: Recorded sound, nature, and wellbeing.\u00a0Health & place<\/em>,\u00a061<\/em>, 102271. https:\/\/doi.org\/10.1016\/j.healthplace.2019.102271<\/a><\/p>\n

Bell, S. L. (2019). Experiencing nature with sight impairment: Seeking freedom from ableism.\u00a0Environment and Planning E: Nature and Space<\/em>,\u00a02<\/em>(2), 304-322. https:\/\/doi.org\/10.1177%2F2514848619835720<\/a><\/p>\n

Berman, N. (2020). A critical examination of informal learning spaces.\u00a0Higher Education Research & Development<\/em>,\u00a039<\/em>(1), 127-140. https:\/\/doi.org\/10.1080\/07294360.2019.1670147<\/a><\/p>\n

Blair, K., Chamberlain-Snider, S., Dunn, K., & Henderson, J. (2018). Memory, milestones, and monuments: A peripatetic exploration of the West side of UBC campus.\u00a0Canadian Theatre Review<\/em>,\u00a0174<\/em>, 31-37. https:\/\/doi.org\/10.3138\/ctr.174.006<\/a><\/p>\n

Blanco, G. L. (2021). Global citizenship education as a pedagogy of dwelling: Re-tracing (mis)steps in practice during challenging times.\u00a0Globalisation, Societies and Education<\/em>, 1-11. https:\/\/doi.org\/10.1080\/14767724.2021.1899800<\/a><\/p>\n

Blenkinsop, S., & Fettes, M. (2020). Land, language and listening: The transformations that can flow from acknowledging Indigenous land.\u00a0Journal of Philosophy of Education<\/em>,\u00a054<\/em>(4), 1033-1046. https:\/\/doi.org\/10.1111\/1467-9752.12470<\/a><\/p>\n

Bonds, A., & Inwood, J. (2016). Beyond white privilege: Geographies of white supremacy and settler colonialism.\u00a0Progress in Human Geography<\/em>,\u00a040<\/em>(6), 715-733. https:\/\/doi.org\/10.1177%2F0309132515613166<\/a><\/p>\n

Bonner\u2010Thompson, C., Mearns, G. W., & Hopkins, P. (2021). Transgender negotiations of precarity: Contested spaces of higher education.\u00a0The Geographical Journal<\/em>. https:\/\/doi.org\/10.1111\/geoj.12384<\/a><\/p>\n

Bowra, A., Mashford\u2010Pringle, A., & Poland, B. (2020). Indigenous learning on Turtle Island: A review of the literature on land\u2010based learning.\u00a0The Canadian Geographer\/Le G\u00e9ographe canadien<\/em>. https:\/\/doi.org\/10.1111\/cag.12659<\/a><\/p>\n

Brown, M., & Shcheglovitova, M. (2021). What happened to Franklin Square Park? People, trees, and environmental justice.\u00a0The Professional Geographer<\/em>,\u00a073<\/em>(1), 14-25. https:\/\/doi.org\/10.1080\/00330124.2020.1813597<\/a><\/p>\n

Cote-Meek, S. (2014).\u00a0Colonized classrooms: Racism, trauma and resistance in post-secondary education<\/em>. Winnipeg, MB: Fernwood Publishing.<\/p>\n

Dache, A. Z., & McGuire, K. M. (2021). Coming back home to live and not die: A human geography of a working-class Black gay male navigating the local higher education pipeline.\u00a0Urban Education<\/em>, 0042085920987297. https:\/\/doi.org\/10.1177%2F0042085920987297<\/a><\/p>\n

Dutta, U. (2020). The politics and poetics of \u201cfieldnotes\u201d: Decolonizing ethnographic knowing.\u00a0Qualitative Inquiry<\/em>, 1077800420935919. https:\/\/doi.org\/10.1177%2F1077800420935919<\/a><\/p>\n

Gannon, S., & Taylor, C. A. (2020). Academic temporalities: Apprehending micro-worlds of academic work through a photo-serial methodology.\u00a0Higher Education Research & Development<\/em>, 1-15. https:\/\/doi.org\/10.1080\/07294360.2020.1809998<\/a><\/p>\n

Hernandez, K. (2020). Land and ethnographic practices\u2014(re) making toward healing.\u00a0Social & Cultural Geography<\/em>,\u00a021<\/em>(7), 1002-1020. https:\/\/doi.org\/10.1080\/14649365.2020.1744703<\/a><\/p>\n

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.\u00a0Journal of Education for Teaching<\/em>,\u00a046<\/em>(4), 565-575. https:\/\/doi.org\/10.1080\/02607476.2020.1797439<\/a><\/p>\n

Inwood, J. F., & Martin, D. G. (2008). Whitewash: White privilege and racialized landscapes at the University of Georgia.\u00a0Social & Cultural Geography<\/em>,\u00a09<\/em>(4), 373-395. https:\/\/doi.org\/10.1080\/14649360802033882<\/a><\/p>\n

Jones, L., & Maguire, M. (2020). Investing ourselves: The role of space and place in being a working-class female academic.\u00a0Discourse: Studies in the Cultural Politics of Education<\/em>, 1-15. https:\/\/doi.org\/10.1080\/01596306.2020.1767937<\/a><\/p>\n

Kalin, J. (2013). Remembering with rephotography: A social practice for the inventions of memories.\u00a0Visual Communication Quarterly<\/em>,\u00a020<\/em>(3), 168-179. https:\/\/doi.org\/10.1080\/15551393.2013.820589<\/a><\/p>\n

Kelly, F. (2020). \u2018Hurry up please, it’s time!\u2019 A psychogeography of a decommissioned university campus. Teaching in Higher Education<\/em>,\u00a025<\/em>(6), 722-735. https:\/\/doi.org\/10.1080\/13562517.2020.1746263<\/a><\/p>\n

Lee, S. Y. (2020). Now as a liminal space, writing as a patchwork: Autoethnographic reflections on the self in the middle of the pandemic.\u00a0Qualitative Inquiry<\/em>, 1077800420960181. https:\/\/doi.org\/10.1177%2F1077800420960181<\/a><\/p>\n

Lees, A., Tropp Laman, T., & Calder\u00f3n, D. (2021). \u201cWhy didn\u2019t I know this?\u201d: Land education as an antidote to settler colonialism in early childhood teacher education.\u00a0Theory Into Practice<\/em>, https:\/\/doi.org\/10.1080\/00405841.2021.1911482<\/a><\/p>\n

Marker, M. (2018). There is no place of nature; there is only the nature of place: Animate landscapes as methodology for inquiry in the Coast Salish territory.\u00a0International Journal of Qualitative Studies in Education<\/em>,\u00a031<\/em>(6), 453-464. https:\/\/doi.org\/10.1080\/09518398.2018.1430391<\/a><\/p>\n

Martin, B., Stewart, G., Watson, B. K. I., Silva, O. K., Teisina, J., Matapo, J., & Mika, C. (2020). Situating decolonization: An Indigenous dilemma.\u00a0Educational Philosophy and Theory<\/em>,\u00a052<\/em>(3), 312-321. https:\/\/doi.org\/10.1080\/00131857.2019.1652164<\/a><\/p>\n

Metcalfe, A. S., & Blanco, G. L. (2021). \u201cLove is calling\u201d: Academic friendship and international research collaboration amid a global pandemic.\u00a0Emotion, Space and Society<\/em>,\u00a038<\/em>, 100763. https:\/\/doi.org\/10.1016\/j.emospa.2021.100763<\/a><\/p>\n

Misiaszek, L. I. (2020). In situ<\/em>: using timescapes<\/em> as a post-qualitative pedagogical methodology to deepen explorations of long-term higher education teaching\/mentoring.\u00a0Teaching in Higher Education<\/em>, 1-18. https:\/\/doi.org\/10.1080\/13562517.2020.1810655<\/a><\/p>\n

Modeen, M., & Biggs, I. (2020).\u00a0Creative engagements with ecologies of place: Geopoetics, deep mapping and slow residencies<\/em>. London: Routledge.<\/p>\n

Muzaini, H. (2015). On the matter of forgetting and \u2018memory returns\u2019.\u00a0Transactions of the Institute of British Geographers<\/em>,\u00a040<\/em>(1), 102-112. https:\/\/doi.org\/10.1111\/tran.12060<\/a><\/p>\n

Nordb\u00e4ck, E., Hakonen, M., & Tienari, J. (2021). Academic identities and sense of place: A collaborative autoethnography in the neoliberal university.\u00a0Management Learning<\/em>, 13505076211006543. https:\/\/doi.org\/10.1177%2F13505076211006543<\/a><\/p>\n

Nxumalo, F. (2020). Place-based disruptions of humanism, coloniality and anti-blackness in early childhood education.\u00a0Critical Studies in Teaching and Learning<\/em>,\u00a08<\/em>(1), 34-49. https:\/\/doi.org\/10.14426\/cristal.v8iSI.269<\/a><\/p>\n

O\u2019Brien, D. (2021). Theorising the deaf body: Using Lefebvre and Bourdieu to understand deaf spatial experience.\u00a0cultural geographies<\/em>, 14744740211003632. https:\/\/doi.org\/10.1177%2F14744740211003632<\/a><\/p>\n

Palipane, K. (2020). Socio-sensory practice and its potential for identity, plurality and dissonance.\u00a0Journal of Intercultural Studies<\/em>,\u00a041<\/em>(6), 756-777. https:\/\/doi.org\/10.1080\/07256868.2020.1831454<\/a><\/p>\n

Paiva, D. (2020). Poetry as a resonant method for multi-sensory research.\u00a0Emotion, Space and Society<\/em>,\u00a034<\/em>, 100655. https:\/\/doi.org\/10.1016\/j.emospa.2020.100655<\/a><\/p>\n

Peach, L., Richmond, C. A., & Brunette-Debassige, C. (2020). \u201cYou can\u2019t just take a piece of land from the university and build a garden on it\u201d: Exploring Indigenizing space and place in a settler Canadian university context.\u00a0Geoforum<\/em>,\u00a0114<\/em>, 117-127. https:\/\/doi.org\/10.1016\/j.geoforum.2020.06.001<\/a><\/p>\n

Rose-Redwood, R., Blu Barnd, N., Lucchesi, A. H. E., Dias, S., & Patrick, W. (2020). Decolonizing the map: Recentering Indigenous mappings.\u00a0Cartographica: The International Journal for Geographic Information and Geovisualization<\/em>,\u00a055<\/em>(3), 151-162. https:\/\/doi.org\/10.3138\/cart.53.3.intro<\/a><\/p>\n

Rousell, D. (2020). A map you can walk into: Immersive cartography and the speculative potentials of data.\u00a0Qualitative Inquiry<\/em>, 1077800420935927. https:\/\/doi.org\/10.1177%2F1077800420935927<\/a><\/p>\n

Shahjahan, R. A. (2020). On \u2018being for others\u2019: Time and shame in the neoliberal academy.\u00a0Journal of Education Policy<\/em>,\u00a035<\/em>(6), 785-811. https:\/\/doi.org\/10.1080\/02680939.2019.1629027<\/a><\/p>\n

Smith, L. T. (2013).\u00a0Decolonizing methodologies: Research and indigenous peoples, second edition<\/em>. London: Zed Books Ltd.<\/p>\n

Stein, S. (2020). \u2018Truth before reconciliation\u2019: The difficulties of transforming higher education in settler colonial contexts.\u00a0Higher Education Research & Development<\/em>,\u00a039<\/em>(1), 156-170. https:\/\/doi.org\/10.1080\/07294360.2019.1666255<\/a><\/p>\n

Tan, Y. S. M., Lo, C. S. O., & Alharbi, M. (2020). Promoting student learning through diasporic foodways: Community-oriented pedagogy through films.\u00a0Teaching in Higher Education<\/em>, 1-18. https:\/\/doi.org\/10.1080\/13562517.2020.1830366<\/a><\/p>\n

Terrazas-Carrillo, E. C., Hong, J. Y., & Pace, T. M. (2014). Adjusting to new places: International student adjustment and place attachment.\u00a0Journal of College Student Development<\/em>,\u00a055<\/em>(7), 693-706. https:\/\/doi.org\/10.1353\/csd.2014.0070<\/a><\/p>\n

Todd, S. (2020). Creating aesthetic encounters of the world, or teaching in the presence of climate sorrow.\u00a0Journal of Philosophy of Education<\/em>,\u00a054<\/em>(4), 1110-1125. https:\/\/doi.org\/10.1111\/1467-9752.12478<\/a><\/p>\n

Truman, S. E., & Springgay, S. (2019). Queer Walking Tours and the affective contours of place.\u00a0cultural geographies<\/em>,\u00a026<\/em>(4), 527-534. https:\/\/doi.org\/10.1177%2F1474474019842888<\/a><\/p>\n

Tuck, E., McKenzie, M., & McCoy, K.\u00a0(2014).\u00a0Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research.\u00a0Environmental Education Research,\u00a020<\/em>(1),\u00a01-23. https:\/\/doi.org\/10.1080\/13504622.2013.877708<\/a><\/p>\n

Watson, J. (2019). On the postcapitalist nature of learning spaces.\u00a0Capitalism Nature Socialism<\/em>,\u00a030<\/em>(1), 108-119. https:\/\/doi.org\/10.1080\/10455752.2019.1591702<\/a><\/p>\n

Webber, L., & Dismore, H. (2020). Mothers and higher education: balancing time, study and space.\u00a0Journal of Further and Higher Education<\/em>, 1-15. https:\/\/doi.org\/10.1080\/0309877X.2020.1820458<\/a><\/p>\n

Wildcat, M., McDonald, M., Irlbacher-Fox, S., & Coulthard, G. (2014). Learning from the land: Indigenous land based pedagogy and decolonization.\u00a0Decolonization: Indigeneity, Education & Society<\/em>,\u00a03<\/em>(3). https:\/\/jps.library.utoronto.ca\/index.php\/des\/article\/view\/22248<\/a><\/p>\n

Williams, L. (2018\/9). Ti wa7szwatenem. What we know: Indigenous knowledge and learning. BC Studies, 200<\/em>, 31-44. https:\/\/doi.org\/10.14288\/bcs.v0i200.191456<\/a><\/p>\n

Yusoff, K. (2021). The inhumanities. Annals of the American Association of Geographers, 111<\/em>(3), 663-676. https:\/\/doi.org\/10.1080\/24694452.2020.1814688<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Additional Readings Aarnikoivu, M. (2020). The spatiotemporal dimension of doctoral education: A way forward.\u00a0Studies in Higher Education, 1-13. https:\/\/doi.org\/10.1080\/03075079.2020.1723530 Alderman, D. H., & Reuben, R. R. (2020). The classroom as \u201ctoponymic workspace\u201d: Towards a critical pedagogy of campus place renaming.\u00a0Journal of Geography in Higher Education,\u00a044(1), 124-141. https:\/\/doi.org\/10.1080\/03098265.2019.1695108 Barman, J. (2007). Erasing Indigenous Indigeneity in Vancouver.\u00a0BC […]<\/p>\n","protected":false},"author":18971,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-30","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/educationalenvironments\/wp-json\/wp\/v2\/pages\/30","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/educationalenvironments\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/educationalenvironments\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/educationalenvironments\/wp-json\/wp\/v2\/users\/18971"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/educationalenvironments\/wp-json\/wp\/v2\/comments?post=30"}],"version-history":[{"count":4,"href":"https:\/\/blogs.ubc.ca\/educationalenvironments\/wp-json\/wp\/v2\/pages\/30\/revisions"}],"predecessor-version":[{"id":56,"href":"https:\/\/blogs.ubc.ca\/educationalenvironments\/wp-json\/wp\/v2\/pages\/30\/revisions\/56"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/educationalenvironments\/wp-json\/wp\/v2\/media?parent=30"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}