Books
Parker-Shandal, C. A. H. (2024). First-Gen Docs: Personal, political, and intellectual perspectives from the first-generation doctoral experience. In the Doctoral Journey in Education Book Series, (Editor: B. Bradford). Brill. PDF flyer
Parker-Shandal, C. A. H. (2022). Restorative justice in the classroom: Liberating students’ voices through relational pedagogy. New York, NY: Palgrave Macmillan
Melnyk, G. & Parker, C. (2021). Finding Refuge in Canada: Narratives of Dislocation. Edmonton: Athabasca University Press.
Parker, C. (2016). Peacebuilding, citizenship, and identity: Empowering conflict and dialogue in multicultural classrooms. Rotterdam/Boston/Taipei: Sense | Brill Publishers. PDF flyer
Book Chapters
Beckman, K., & Parker-Shandal, C. (forthcoming). Decolonizing research methods in restorative justice in education. In B. Pali, E. Zinsstag, F. F. Rosenblatt, and K. B. Rasmussen (Eds.), Handbook of Research Methods in Restorative Justice. Eleven Publishing.
Parker-Shandal, C., Tiflati, H., and Chan, W. Y. A. (2023). Going beyond campus to strengthen the campus: Confronting hate, extremism, and Anti-Semitism through restorative justice and peacebuilding education. In Confronting Antisemitism on Campus. Peter Lang Publishing.
Parker-Shandal, C. (2023). White liberalism, racism, and restorative justice in schools. In C. E. Matias & P. Gorski (Eds.), The other elephant in the (class)room: White liberalism and the persistence of racism in education. Teachers College Press.
Parker, C. (2021). Exploring place and identity through research: How my doctoral journey shaped my subjective positionality. In B. Bradford (Ed.). The Doctoral Journey: International Educationalist Perspectives. Brill Publishers. PDF flyer
Parker, C. (2021). Refugee children in Canadian schools: The role of teachers in supporting integration and inclusion. In G. Melnyk & C. Parker (Eds). Finding Refuge in Canada: Narratives of Dislocation. Edmonton: Athabasca University Press.
Parker, C. (2020). Who’s in and Who’s out? Problematizing the peacemaking circle in diverse classrooms. In E. C. Valandra/W. W. Hoksila (Ed.). Colorizing Restorative Justice: Voicing Our Realities. St. Paul, MN: Living Justice Press.
Refereed Journal Articles
Parker-Shandal, C. (forthcoming). Balancing scripted and unscripted dialogue: The significance of intuition and presence in restorative justice pedagogy. The International Journal of Restorative Justice.
Herati, H., Neiterman, E., Parker-Shandal, C., Meyer, S. (2023). Exploring the determinants that contribute to and promote the wellbeing of immigrant and refugee children in Canada: A multi-method participatory study. Child Indicators Research, doi: 10.1007/s12187-023-10060-y
Parker-Shandal, C. (2023). Participation in higher education classroom discussions: How students’ identities influence perspective taking and engagement. Teaching and Learning Inquiry, 11. doi: https://doi.org/10.20343/teachlearninqu.11.19
Reimer, K., & Parker-Shandal, C. (2023, February 22). Restorative justice in education. In Oxford Research Encyclopedia of Education. doi: https://doi.org/10.1093/acrefore/9780190264093.013.1828
Parker, C. and Gill, R. (2021). Religious Literacy and Restorative Justice with Youth: The Role of Community Service Professionals in Mediating Social Inclusion. Religion and Education.
Parker, C. and Bickmore, K. (2021). Complexity in restorative justice education circles: Power, privilege, and voice about sexual health, identities, and relationships. Journal of Moral Education, 50(4), 471-493. PDF
Parker, C. and Bickmore, K. (2020). Classroom peace circles: Teachers’ professional learning and implementation of restorative dialogue. Teaching and Teacher Education, 95. PDF
Chan, W. Y. A., Akanmori, H., Parker, C. (2019). Addressing Canada’s Truth and Reconciliation Commission for Indigenous peoples through religious literacy and spirituality: Unexpected pathways to peace education. Forum for International Research in Education, 5(1). 63–88.
Llewellyn, K. R., and Parker, C. (2018). Asking the ‘who’: A restorative purpose for education based on relational pedagogy and conflict dialogue. The International Journal of Restorative Justice, 1(3), 399–412.
Parker, C. (2018). Intergenerational dialogue: Connecting youth and older adults in urban spaces through community-based forum theatre. Applied Theatre Research, 6(1), 37–52.
Parker, C. (2016). Pedagogical tools for peacebuilding education: Engaging and empathizing with diverse perspectives in multicultural elementary classrooms. Theory & Research in Social Education, 44(1), 104–140.
Parker, C. (2015). Practicing conflict resolution and cultural responsiveness within interdisciplinary contexts: A study of community service practitioners. Conflict Resolution Quarterly, 32(3), 325–357. View video summary.
Bickmore, K. & Parker, C. (2014). Constructive conflict talk in classrooms: Divergent approaches to addressing divergent perspectives. Theory & Research in Social Education, 42(3), 291–335.
Parker, C. (2013). Peacebuilding education: Using conflict dialogue for democratic and inclusive learning opportunities for diverse students. International Journal of Peace Studies, 18(2), 1–24.
Parker, C. (2012). Conflicts and “Canadian” identities embedded in citizenship education: Diverse immigrant students’ experiences. In P. Cunningham & N. Fretwell (Eds.), Creating Communities: Local, National and Global (ISBN 978-1-907675-19-5), London: Children’s Identity and Citizenship in Europe International Conference (CiCe/CitizED), York, UK.
Parker, C. & Bickmore, K. (2012). Conflict management and dialogue with diverse immigrant students: Novice teachers’ approaches and concerns. Journal of Teaching and Learning, 8(2), 47–64.
Parker, C. (2011). Conflictual dialogue pedagogies as learning opportunities for ethno-cultural minority immigrant students [Special Issue]. Citizenship Education Research Journal, 1(1), 43–56.
Parker, C. (2010b). A multicultural approach to teaching English Language Arts: Starting with the personal and connecting to the global. English Quarterly, 41 (3/4), 67–78.
Parker, C. (2010a). Finding our way home (at school): A study of students’ experiences of bringing their home culture into the classroom. Journal of Teaching and Learning, 7(1), 17–29.
Non-Refereed Articles
Melnyk, G., & Parker-Shandal, C. (2023). Roxham Road’s primary lesson: Canada is neither a closed- nor open-door society. The Globe and Mail. (April 19, 2023)
Bolotenko, T., & Parker-Shandal, C. (2023). How can teachers in Canada support students from Ukraine during the current crisis? Education Canada Magazine Factsheet.
Parker-Shandal, C.A.H., Lake Berz, K., Bolotenko, T., Manku, S., Owen, S. (2022). From conflict zones to classrooms: How can educators facilitate inclusion for Ukrainian students fleeing the war? Education Canada Magazine, 62(2).
Reid, E., Parker-Shandal, C.A.H, and Chan, W. Y. A. (2019). Religion in the classroom: It’s not just a can of worms. Education Canada Magazine, 59(3).
Publications in conference proceedings
Bickmore, K., Edokpayi, O., Llewellyn, K., Llewellyn, J., Parker, C., Reimer, K., & Vaandering, D. (2020). A Restorative Approach as a Culture Shift in Schools. Citizenship Education Research Journal/Revue de recherche sur l'éducation à la citoyenneté, 8(1), 21-25.
Parker, C. (2015). Religion, identity, and peace education: A case for the integration of moral education in diverse public school classrooms. Paper presented at the Annual Conference of the Comparative and International Education Society (CIES), Washington, D.C., USA.
Parker, C. (2014). Conflict resolution practices in diverse contexts: Exploring interdisciplinary professionals’ experiences with conflict and diversity. Paper presented at Peace Education SIG, American Educational Research Association (AERA), Philadelphia, Pennsylvania, USA.
Parker, C. (2014). Religion, identity, and education: Opening spaces for dialogue about religious diversity in diverse public school classrooms. Paper presented at the Annual Conference of the Comparative and International Education Society (CIES), Toronto, Ontario, Canada.
Parker, C. (2013). Dialogue, difference, and conflict in education for democracy. In Proceedings of The Canadian Society for Studies in Education (CSSE) Conference, Victoria, British Columbia, Canada.
Parker, C. (2013). Democratic peacebuilding education: Implications for immigrant students in diverse classrooms. Democratic Citizenship Education SIG, American Educational Research Association (AERA), San Francisco, California, USA.
Parker, C. (2013). Cultural immersion: Using ethnography, with criticality, to study peacebuilding dialogue pedagogies with diverse students. Paper presented at 34th Annual Ethnography in Education Research Forum, University of Pennsylvania, Philadelphia, PA, USA.
Parker, C. (2012). Inclusive democratic citizenship education with diverse immigrant students. Paper presented at Citizenship and Education Research Network (CERN), The Canadian Society for Studies in Education (CSSE), Waterloo, ON, Canada.
Parker, C. (2012). Approaches to multicultural curriculum: Exploring the power of transformative classroom dialogue with ethno-cultural minorities. Multiculturalism SIG, American Educational Research Association (AERA), Vancouver, British Columbia, Canada.
Parker, C. (2011). Conflictual dialogue pedagogies as learning opportunities for immigrant students. In Proceedings of The Canadian Society for Studies in Education (CSSE) Conference, Fredericton, New Brunswick, Canada.
Bickmore, K., Parker, C., Larsen, S. (2011). Preparation for conflict talk in intercultural contexts: Teacher development and curriculum infusion. In Proceedings of The Canadian Society for Studies in Education (CSSE) Conference, Fredericton, New Brunswick, Canada.
Bickmore, K., and Parker, C. (2010). Conflict management and dialogue with diverse immigrant students: Novice teachers’ approaches and concerns. In Proceedings of The Canadian Society for Studies in Education (CSSE) Conference, Montreal, Quebec, Canada.
Parker, C. (2007). The effects of technology on literacy development. In Proceedings of the 7th Annual Deans Graduate Student Research Conference (177–181). Ontario Institute for Studies in Education, Toronto, Ontario, Canada.
Book Reviews
Parker, C., and Startup, A. (2021). Review of the book Educating for Peace and Human Rights: An Introduction, by M. Hantzopoulos and M. Bajaj. Theory and Research in Education, 19(3), 325-326.
Kumabe, T., and Parker, C. (2021). Review of the book Using restorative circles in schools: How to build strong learning communities and foster student wellbeing, by B. Follestad and N. Wroldsen. The International Journal of Restorative Justice, Issue 2.
Parker, C. (2015). Review of the book Revisiting the Great White North? Reframing Whiteness, privilege, and identity in education, by D. E. Lund & P. R. Carr. Comparative and International Education / Éducation Comparée et Internationale, 44(2), Article 7.
Parker, C. (2007). Review of the book Laptops and Literacy: Learning in the Wireless Classroom, by Mark Warschauer. Journal of Teaching and Learning, (5)1, 77–79.
Dissertation/Thesis
Parker, C. (2012). Inclusion in peacebuilding education: Discussion of diversity and conflict as learning opportunities for immigrant students. (Unpublished doctoral dissertation). University of Toronto, Toronto.
Parker, C. (2008). Who am I? Children’s conceptualization of their cultural identity. (Unpublished master’s research paper). Ontario Institute of Studies in Education, University of Toronto, Toronto, ON.
Other
Parker-Shandal, C. & Melnyk, G. (2021). The Refugee Story Bank of Canada.
Parker, C. (2013-2015). Diverse Dialogue: Embracing positive conflict and communication tools. Professional Blog, http://www.diversedialogue.org
Parker, C. (2012). Teaching with controversial and sensitive issues in diverse and multicultural classrooms. CFHSS’s Equity Issues Portfolio and CSSE/CASWE, Equity Matters series on the Fedcan Blog.