Cho, C.L. (2023). The Gift of Loss: A Rhizomatic Connection Journey. Qualitative Inquiry, Online First, 1-7. https://doi.org/10.1177/10778004231176097
Cho, C.L. & Corkett, J.K. (2022). Working with Difficult Knowledge: Diversity and Inclusion in Online Learning and Teaching. Nickel, J., & Jacobsen, M. (Eds.). (2022). In Jacobsen, M. & Smith, C. (Eds.) Online Learning and Teaching from Kindergarten to Graduate School (pp. 8-27). Canadian Association for Teacher Education. http://dx.doi.org/10.11575/PRISM/40509
Cho, C.L. & Corkett, J.K. (2022). Brave spaces, brave facilitators, brave conversations: Microaggressions in the online environment. (pp. 13-25). In Cho, C.L. and Corkett, J.K. (Eds.). Global Perspectives on Microaggressions in Higher Education: Understanding and Combating Covert Violence in Universities Routledge Education.
Cho, C.L, Corkett, J.K., & Pitcher, O. (2022). Culture walks to re/humanize education. In Lyle, E. (Ed). Re/humanizing Education. (pp.62-71). Brill | Sense.
Cho, C.L. & Corkett, J.K. (2021). Gateways to new learnings: Walking to re/vision an international practicum. Journal of the Canadian Association for Curriculum Studies (JCACS). La Revue de l’association canadienne pour l’étude du curriculum (RACÉC),18, (2), 150-162. https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40587
Cho, C.L. (2020). A theory/practice divide: Exploring perceptions of inclusion in schools. Intersections: Critical Issues in Education, 4(1), 20-33. https://digitalrepository.unm.edu/intersections/vol4/iss1/4/
Cho, C.L. & Corkett, J.K. (2020). France as a conduit for teacher identity development: Making croissants. In Lyle, E. (Ed.). Identity Landscapes: Contemplating Place and the Construction of Self. (pp. 34-46). Brill Sense Publishers.
Cho, C.L. (2020). The art of flipping: Preparing teacher candidates to teach visual arts. 9th Annual – 2020 Arts, Humanities, Social Science & Education Conference: Honolulu, Hawaii, January 6-8th, 2020. https://artshumanitieshawaii.org/wp-content/uploads/2020/04/Cho-Christine-2020-AHSE-HUIC.pdf
Cho, C. L, & Vitale, J. L. (2019). Using the arts to develop a pedagogy of creativity, innovation, and risk-taking (CIRT). Journal for Learning through the Arts, 15(1). http://dx.doi.org/10.21977/D915130132
Cho, C.L. & Corkett, J. (2019). Practice under tension: Exploring teaching and learning identities in the international teaching landscape. In Mueller, J., & Nickel, J., (Eds.). Globalization and Diversity in Education: What Does It Mean for Canadian Teacher Education? (pp.504-532). Ottawa, ON: Canadian Association for Teacher Education. Available https://cate-acfe.ca/wp-content/uploads/2019/11/Final-Working-Conference-Book-Halifax-2017.pdf
Cho, C.L. (2019). Listening to counter-stories: Enacting diversity and inclusion. In Kariwo, M., Asadi, N., El Bouali, C., and Demeke, B. Diversity and Inclusion: Compatible or Competing Paradigms. (pp. 63-83). Palgrave-Macmillan.
Cho, C.L. Corkett, J.K. & Steele, A. (2018). Preface. In Cho, C.L., Corkett, J., and Steele, A. (Eds.). Exploring the Toxicity of Lateral and Microaggressions: Poison in the Water Cooler. (pp. vii-x). Palgrave Macmillan Publishers.
Cho, C.L. Corkett, J.K. & Steele, A. (2018). Introduction. In Cho, C.L., Corkett, J., and Steele, A. (Eds.). Exploring the Toxicity of Lateral and Microaggressions: Poison in the Water Cooler. (pp. 1-9). Palgrave Macmillan Publishers.
Cho, C.L. (2018). Insider/outsider: Border crossing, liminality and disrupting concepts of teacher identities through a prototypical lens. In Lyle, E. (Ed.). The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity. (pp. 215-226). Brill Sense Publishers.
Cho, C.L. and Corkett, J. (2017). Presentosa filigrana: Crafting a metaphor for authenticity in an international teaching and learning context. In Lyle E.R., (Ed.). At the Intersection of Selves and Subject: Exploring the Curricular Landscape of Identity. (pp. 143-152). Sense Publishers.
Cho, C.L. (2016). No dreads and saris here: The culture of teacher education conformity and the need for diverse representation amongst teaching staff. In Schmidt, C. and Schneider, J. (Eds.)., Diversifying the Teaching Force in Transnational Contexts: Critical Perspectives (pp. 45-57). Sense Publishers.
Diversifying the Teaching Force – Sense Publishers
Cho, C.L. (2016). By design: Perspectives on flipping a visual arts course. EDULEARN conference proceedings, pp. 6139-6144, July 4-6th, 2016, Barcelona, Spain. doi: 10.21125/edulearn.2016.0313
Cho, C.L. (2016). Musings on creativity: Finding inspiration in Low places. Musica Est Donum. Available on line: http://musicaestdonum.weebly.com/articles-published-in-2016.html
Musica Est Donum 2016
Cho, C.L. (2014). Lessons on affirming identities in the classroom. In Gosse, D. (Ed.)., Out Proud: Stories of Pride, Courage and Social Justice in Canada (pp. 316-321). Breakwater Books, Ltd. .
Breakwater Books
Cho, C.L. and Vitale, J.L. (2014). Art that is heard and music that is seen: Cultivating student engagement through interactive art strategies. What Works? Research Into Practice, Ontario Association of Deans of Education. Research Monograph #53, 1-4.
Both authors equally contributed to this article.
What Works? Research into Practice Monograph #53
Cho, C.L. (2014). “How do I get in?”: Exploring the under-employment of immigrant teachers in Canada. In C. Brewer & M. McCabe (Eds.), Immigrant and refugee students in Canada (pp. 261-272). Brush Education Inc.
Brush Education
Cho, C.L. and Tersigni, S. (2014). Teaching for change: Teacher candidates’ anti-oppression elementary school lesson plans. LEARNING Landscapes: Inclusive Education: Socially Just Perspectives and Practices. 7, (2), pp. 83-100. Available on line:http://www.learninglandscapes.ca/images/documents/ll-no14/ll-no14-cho-tersigni.pdf
Teaching for Change article
Cho, C.L. (2014). “Why don’t you Canadians stop lying to us immigrants?”: Immigrant teacher candidates’ experiences with pre-service education and Canada’s multicultural act. The International Journal of Diverse Identities, 13 (1), 14-25.
http://ijdi.cgpublisher.com/product/pub.243/prod.29
Cho, C.L.(2013). What does it mean to be a “Canadian” teacher: Experiences of immigrant teacher candidates. In L. Thomas (Ed.), What is Canadian about Teacher Education in Canada? Multiple Perspectives on Canadian Teacher Education in the Twenty-First Century (pp 38-61). Canadian Association for Teacher Education/Association canadienne pour la formation à l’enseignement. Available on-line: https://sites.google.com/site/cssecate/fall-working-conference
Cho, C.L. (2013). Performing the innocent stranger: Exploring immigrant identities and education. Canadian Society for the Study of Education (CIESC): In C. Broom (Ed.)., Citizenship Education Research Network (CERN) Collection 2012. 76-89.
CERN Collection article
Cho, C.L. & Taylor, L. (2012). Re/mediating social justice education: Using animation software to foster pre-service student engagement with equity issues. In S. Van Nuland & J. Greenlaw (Eds.)., Social Media and Teacher Learning. (pp. 25-36). UOIT E-Press. Oshawa, ON.. Available on-line: http://shared.uoit.ca/shared/faculty/fed/documents/Social%20Media%20and%20Teacher%20Learning.pdf
Re/mediating Social Justice Education article
Cho, C.L. (2010). “Qualifying” as teacher: Immigrant teacher candidates’ counter-stories. Canadian Journal of Educational Administration and Policy: Special Issue Educational Policy and Internationally Educated Teachers (IETs), 100. Available on-line: http://www.umanitoba.ca/publications/cjeap/
CJEAP Article
Cho, C.L.. Barrett, S.E. & Solomon, R.P. (2009). Mentorship and induction: Negotiating a collaborative enterprise or apprenticing for status quo maintenance? In Brock Education: A Journal of Educational Research and Practice,(18)2, 114-130.
Brock Journal article
Cho, C.L. (2008). A review of “Multicultural education policies in Canada and the United States, R. Joshee and L. Johnson (Eds)., in Multilingual and Multicultural Development, (29)4, 344-345.