Strengths-based Programming for First Nations Youth in Schools: Building Engagement Through Healthy Relationships and Leadership Skill by Claire V. Crooks, et al. Crooks, C.V., Chiodo, D., Thomas, D., & Hughes, R. (2009) Strengths-based Programming for First Nations Youth in Schools: Building Engagement Through Healthy Relationships and Leadership Skills. Journal of Mental Health & Addiction, 8, p. 160-173. doi 10.1007/s11469-009-9242-0.
ELL Students Speak for Themselves: Identity Texts and Literacy Engagement in Multilingual Classrooms by Jim Cummins et al. Cummins, Jim & Bismilla, Vicki & Chow, Patricia & Cohen, Sarah & Giampapa, Frances & Leoni, Lisa & Sandhu, Perminder & Sastri, Padma. (2006) ELL Students Speak for Themselves: Identity Texts and Literacy Engagement in Multilingual Classrooms, p. 1-15.
Imagine my Surprise: Smudge Teaches Wholistic Lessons by Fyre Jean Graveline Graveline, F. J. (2001). Imagine my surprise: Smudge teaches wholistic lessons.Canadian Journal of Native Education, 25(1), 6
Creating Spaces for Black Adolescent Girls to “Write It Out! By Gholnecsar E. Muhammed Muhammad, G. E. (2012). Creating Spaces for Black Adolescent Girls to “Write It Out!” Journal of Adolescent & Adult Literacy, 56(3), 203–211. doi: 10.1002/jaal.00129
Refugee Children and Families in the Canadian Context by Howard Ramos & Michael Ungar Ramos, H., & Ungar, M. (Eds.). (2017). Refugee Children and Families in the Canadian Context.
Artifactual Critical Literacy: A New Perspective for Literacy Education by Kate H. Pahl & Jennifer Rowsell Rowsell, J., Pahl, K.H. (2011). Artifactual Critical Literacy: A New Perspective for Literacy Education. Berkley Review of Education, 2(2), p. 129-151.
Creating Inclusive EAL Classrooms: How Language Instruction for Newcomers to Canada (LINC) Instructors Understand and Mitigate Barriers for Students Who Have Experienced Trauma by Amea Wilbur Wilbur, A. (2017). Creating Inclusive EAL Classrooms: How Language Instruction for Newcomers to Canada (LINC) Instructors Understand and Mitigate Barriers for Students Who Have Experienced Trauma. TESL Canada Journal, 1–19. doi: 10.18806/tesl.v33i0.124