Dr. Christine Cho
Areas of Specialization:
Immigrant teacher candidates, flipped classroom, curriculum methods, visual arts, diversity and inclusion, critical pedagogy
Microaggressions, lateral violence and incivility, Anti-oppression education, critical race theory, immigrant teachers, qualitative research methodologies, international facilitation (and international teaching practicums)
Current & Future Research:
Christine is currently working on a third book regarding microaggressions. The first explored microaggressions across disciplines. The second book, just published (May 2021) examines global perspectives of microaggressions in K-12 schools. The current book will explore global understandings of microaggressions in higher education. Christine is concerned with preparing culturally responsive, critical educators and the proactive use of technology in education. Christine is also working to create a forum for teachers in France to visit North Bay to develop an understanding of contemporary Indigenous education.
Corkett, J.K., Cho, C.L. and Steele, A. (2021). Global Perspectives on Microaggressions in Schools: Understanding and Combatting Covert Violence. Routledge Education.
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. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_CultivateStudentEngage.pdf
Cho, C.L., Corkett, J.K. and Steele, A. (2018). Exploring the Toxicity of Lateral and Microaggression in Multiple Contexts and Disciplines: Poison in the Water Cooler. Palgrave-Macmillan Publishers.
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
2020 Cho, C.L. (2020, Dec.). 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
2019 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 [both authors contributed equally]
2016 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
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. https://doi.org/10.18848/2327-7866/CGP/v13i01/40001
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. http://www.learninglandscapes.ca/images/documents/ll-no14/ll-no14-cho-tersigni.pdf
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. http://www.umanitoba.ca/publications/cjeap/
Cho, C.L., Barrett, S.E. & Solomon, R.P. (2009). Mentorship and induction: Negotiating a collaborative enterprise or apprenticing for status quo maintenance? Brock Education: A Journal of Educational Research and Practice, 18(2), 114-130. DOI: https://doi.org/10.26522/brocked.v18i2.95
Refereed Book Chapters
Corkett, J.K., Steele, A. & Cho, C.L. (2021). Introduction. In Corkett, J.K., Cho, C.L., and Steele, A. (Eds.). Global Perspectives on Microaggressions in Schools: Understanding and Combatting Covert Violence. (pp. 1-6). Routledge Education.
Corkett, J.K., Steele, A. & Cho, C.L. (2021). Conclusion. In Corkett, J.K., Cho, C.L., and Steele, A. (Eds.). Global Perspectives on Microaggressions in Schools: Understanding and Combatting Covert Violence. (pp. 158-160). Routledge Education.
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. & 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. https://cate-acfe.ca/wp-content/uploads/2019/11/Final-Working-Conference-Book-Halifax-2017.pdf [both authors contributed equally]
Cho, C.L. (2019). Listening to counter-stories: Enacting diversity and inclusion. In Kariwo, M., Asadi, N., El Bouali, C., and Demeke, B. Interrogating Models of Diversity within a Multicultural Environment. (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.
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.
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.
Richmond, G., Bartell, T., Cho, C.L. et al. (2020). Home/school: Research imperatives, learning settings and the COVID-19 pandemic. Journal of Teacher Education 71(5), 503-504. https://doi.org/10.1177/0022487120961574
Richmond, G., Cho, C., Gallagher, H. A., He, Y., & Petchauer, E. (2020). The critical need for pause in the COVID-19 era. Journal of Teacher Education 71(4), 375–378. https://doi.org/10.1177/0022487120938888
Bartell, T., Cho, C.L., Drake, C., Petchauer, E. & Richmond, G. (2019). Teacher agency and resilience in the age of neoliberalism. Journal of Teacher Education, 70(4), 302-305. https://doi.org/10.1177/0022487119865216
Carter Andrews, D. J., Castro, E., Cho, C.L., Petchauer, E., Richmond, G., & Floden, R.
(2019). Changing the narrative on diversifying the teaching workforce: A look at historical and contemporary factors that inform recruitment and retention of teachers of Color. Journal of Teacher Education, 70(1), 6-12. https://doi.org/10.1177/0022487118812418
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-Christi…
Cho, C.L. (2016). Perspectives on flipping a visual arts course. In 8th International Conference on Education and New Learning Technologies. EDULEARN Conference proceedings, pp. 6139-6144, Barcelona, Spain: IATED Academy. doi: 10.21125/edulearn.2016.0313
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. https://sites.google.com/site/cssecate/fall-working-conference.
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. http://shared.uoit.ca/shared/faculty/fed/documents/Social%20Media%20and…
Frake-Mistak, M . &.Cho, C.L. (2008) A comparison of two teacher educators perspectives on pre-service education: A self study of new learnings through graduate work. International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, UK, August 3-7, 2008. (pp.125-129). https://qshare.queensu.ca/Users01/ste/SSTEP2008ConferenceProceedings.pdf?uniq=-ncabbt