Dr. Christine Cho
Areas of Specialization:
Immigrant teacher candidates, flipped classroom, curriculum methods, visual arts, diversity and inclusion, critical pedagogy
Research Interests:
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 research related to explorations of teacher candidates’ social justice efficacy as realized through an arts-based assignment. Christine is concerned with preparing culturally responsive, critical educators and the proactive use of technology in education. Through critical consciousness-raising, her work challenges teacher candidates and educators to examine their own social location in relation to their work in schools.
Research monographs
Cho, C.L. & Corkett, J.K. (2022). Global Perspectives on Microaggressions in Higher Education: Understanding and Combating Covert Violence in Universities. Routledge 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
Edited books
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.
Journal articles
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. (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
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. (2022). Introduction. (pp.1-8). 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. (2022). Conclusion. (pp.229-232). 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.
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. (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.
Editorials
Richmond, G., Cho, C.L. et al. (2021). Fast and Slow Thinking to Address Persistent and Complex Problems in Teaching and Learning. Journal of Teacher Education 72(4), 401-404. https://journals.sagepub.com/doi/full/10.1177/00224871211030367
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
Peer-reviewed Published Conference Papers
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