SELECTED PEER REVIEW ARTICLES AND BOOK CHAPTERS

* = student co-authors ; ** = community co-authors

Burkholder, C., *Keehn, M., MacEntee, K., *Hill, M., **Beaumont, A., & **Hunt, S. (2024). “There’s a lot of DIY joy”: Elevating queer joy through participatory visual research with 2SLGBTQIA+ folks in Atlantic Canada. Journal of Gender Studies, 1–20. https://doi.org/10.1080/09589236.2024.2387192

Burkholder, C. & *Keehn, M. (2024). Mobilizing femme pedagogy in sexuality education in New Brunswick, Canada. Curriculum Inquiry. 1–26. https://doi.org/10.1080/03626784.2024.2360569

Byers, S., O’Sullivan, L. & Burkholder, C. (2024). How Prepared are Teachers to Provide Sexual Health Education? American Journal of Sexuality Education. https://www.tandfonline.com/doi/full/10.1080/15546128.2024.2344518

Burkholder, C. & *Keehn, M. (2024). "In some ways they’re the people who need it the most": Mobilizing queer joy with sex ed teachers in New Brunswick, Canada. Journal of Queer and Trans Studies in Education. 1(2), 1-15. Retrieved from https://scholarscompass.vcu.edu/jqtsie/vol1/iss2/1.

*Keehn, M., Burkholder, C., MacEntee, K., *Hill, M., **Poirer, I. & **Beaumont, A. (2024). Doing it together, but in a queer way: Joyful worldmaking with 2SLGBTQI+ folks in Atlantic Canada. Journal of LGBT Youth. https://doi.org/10.1080/19361653.2024.2302034

*Simon, S. Burkholder, C. & **Pride/Swell. (2024). Resilience and solidarity building on Instagram: Exploring art, activism, and participatory analysis with Indigenous peoples and 2SLGBTQ+ youth in the Wabanaki Confederacy. Exploring the human story: Arts-based approaches to qualitative inquiry in educational studies. Routledge.

Burkholder, C. & Thompson, J. (2024). Teaching fieldnotes. In A. Ruth, A. Wutich & H.R. Bernard (Eds.) The handbook of teaching qualitative and mixed methods research: A step-by-step guide, (pp. 97-101). Routledge. doi: 10.4324/9781003213277-25

Burkholder, C. & *Keehn, M. (2023). “Something that is so overlooked”: Joyfully exploring queer bodies and sexualities in sex education in New Brunswick, Canada through participatory art production. Sex Education. https://doi.org/10.1080/14681811.2023.2296984

Burkholder, C., MacEntee, K., *Thorpe, A & **Pride/Swell. (2023). Solidarity through mail-based participatory visual research: Reflections from an art, activism & archiving project with 2SLGBTQ+ youth amidst COVID-19. Feminist Review. 135(1), 1-22. https://journals.sagepub.com/doi/10.1177/01417789231205297

Burkholder, C., *Hamill, K. & *Thorpe, A. (2023). Speaking back to gender-based violence in New Brunswick schools through queer maker literacies with 2SLGBTQ+ youth. Journal of Youth Studies. DOI: 10.1080/13676261.2023.2246910

Lebel, S, Cruickshank, L. & Burkholder, C. (2022). Pivoting feminist praxis: From a writing collective to pandemic pedagogies. Feminist Pedagogy. 2(1), 1-6, https://digitalcommons.calpoly.edu/feministpedagogy/vol2/iss1/5

Burkholder, C., Aladejebi, F. & Schwab-Cartas, J. (2022). Embracing new paths in visual research facilitation: Opportunities, tensions & ethical considerations, Visual Studies, 37(1-2), 7-10, DOI: 10.1080/1472586X.2021.1962735

Burkholder, C. & *Thorpe, A. (2022). Facilitating gender-affirming participatory visual research in embodied and online spaces. Visual Studies, 37(1-2), 37-46. DOI: 10.1080/1472586X.2021.1982650

Rogers, M. & Burkholder, C. (2022). “I feel like there should have been an opportunity for consultation”: Navigating pandemic education reforms with New Brunswick teachers. Our Schools/ Our Selves: Education in crisis. 9-13. https://www.policyalternatives.ca/publications/ourschools-ourselves

Burkholder, C. & *Thorpe, A. (2021). Facilitating gender-affirming participatory visual research in embodied and online spaces. Visual Studies. DOI: 10.1080/1472586X.2021.1982650

Burkholder, C. & *Chase, A. (2021). Exploring the creative geographies of work with pre- service social studies teachers: Exposing intersections of time and labour in New Brunswick, Canada. McGill Journal of Education, 55(3), 1-20. https://mje.mcgill.ca/issue/view/573

Burkholder, C. (2021). Cellphilming and building solidarity with queer youth to speak back to historical erasures in New Brunswick Social Studies classrooms. The Councilor: A Journal of the Social Studies. 0(1), 113-132. https://thekeep.eiu.edu/the_councilor/vol0/iss1/10

Burkholder, C., MacEntee, K., Mandrona, A., & *Thorpe, A. (2021). Co-producing digital archives with 2SLGBTQ+ Atlantic Canadian youth amidst COVID-19. Qualitative Research Journal. Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/QRJ-01-2021-0003.

Burkholder, C., *Hamill, K. & *Thorpe, A. (2021). Zine production with queer youth and pre-service teachers in New Brunswick, Canada: Exploring connection, divergences and visual practices. Canadian Journal of Education. 44(1), 89-115. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4535

Burkholder, C., **Ramos Pakit, A., & **Soriano, J. (2021). Examining gender and resistance with Filipina young women in post-Umbrella Revolution Hong Kong through cellphilm method and collaborative writing. Studies in Social Justice, 15(1), 25-42. https://journals.library.brocku.ca/index.php/SSJ/issue/view/127

Burkholder, C. (2021). Think/Film/Screen/Change: Negotiating ethics with rural New Brunswick girls and trans and non-binary youth. In. R. Moletsane, A. Mandrona & L. Wiesbesiek (Eds.), Ethical practice in participatory visual research with girls: Transnational approaches, (pp. 43-63). Bergahn.

Burkholder, C., Cruickshank, L., & Lebel, S. (2021). Feminist write club as activist practice: Creating space for collaboration, solidarity, and strategizing within the institution. Sister scholars: Untangling issues of identity as women in the academy. (pp. 31-40). DIO Press.

Burkholder, C. & Rogers, M. (2020). Screening participatory visual research in live-audience and online spaces: Tensions, contradictions, and opportunities. Visual Methodologies, 8(1), 1-15. https://journals.sfu.ca/vm/index.php/vm/article/view/129/111

Burkholder, C. (2020). Chapter 10: Looking within and looking around: On cellphilming with pre-service Social Studies teachers in Prince Edward Island. In K.C. Schmitz, M. Cotnam-Kappel, & N. Grant, (Eds). Infiltrating, interrupting, investigating: Radical youth pedagogy in education, (pp. 167-178). DIO Press.

Burkholder, C. & Rogers, M. (2020). Moving beyond celebration toward action: Screening cellphilms and participatory videos for different audiences. In M. Carter, C. Mitchell & H. Mreiwed (Eds.), Art as an agent for social change, (pp. 10-20). Brill/Sense.

Burkholder, C. & *Hamill, K. (2020). Pandemic Geography methods: Exploring space, place, humans and the Anthropocene in the Covid-19 Pandemic. Textshop Experiments, 7(5). http://textshopexperiments.org/textshop07-5/pedagogy-pop-up/pandemic-geography-teaching

Burkholder, C. (2020). Exploring participatory visual research methodologies with queer, trans, and non-binary youth in a research for social change framework. Antistasis.10(10), 130-142. https://journals.lib.unb.ca/index.php/antistasis/article/view/30376/1882526417

Thompson, J. & Burkholder, C. (2020). What about fieldnotes? An introduction to the collection. In C. Burkholder & J. Thompson (Eds.), (pp. 1-12). Fieldnotes in qualitative education and social science research: Approaches, practices, and ethical considerations. Routledge.

Burkholder, C. (2020). Analysing visual fieldnotes: Looking back on an archive of comic-style fieldnotes. In C. Burkholder & J. Thompson (Eds.), (pp. 234-248). Fieldnotes in qualitative education and social science research: Approaches, practices, and ethical considerations. Routledge.

Saul, R., & Burkholder, C. (2020). Making waste as a practice of freedom: On temporality and time wasting in the academy. Taboo: The Journal of Culture and Education, 19 (3). Retrieved from https://digitalscholarship.unlv.edu/taboo/vol19/iss3/2

Burkholder, C. & *Thorpe, A. (2019). Cellphilm production as posthumanist research method to explore injustice with queer youth in New Brunswick, Canada. Reconceptualizing Educational Research Methodology, 10(2-3), 292-309. https://doi.org/10.7577/rerm.3680

Saul, R. & Burkholder, C. (2019). Intellectualizing whiteness as a response to campus racism: Some concerns. Ethnic and Racial Studies. 1-18 doi: 10.1080/01419870.2019.1654116

Burkholder, C. & *Frawley, A. (2019). Revisiting and disrupting uncritical diversity narratives through autoethnography and cellphilming. LEARNing Landscapes, 12(1), 63-76.

Saul, R. & Burkholder, C. (2019). Schooling futures in tension: On competing discourses at a technology education summit. Journal of Curriculum and Pedagogy. 1-22. doi: 10.1080/15505170.2019.1611679

MacEntee, K., Burkholder, C., & Schwab-Cartas, J. (2019). Cellphilms. In P. Leavy (Ed.) The Oxford handbook of methods for public scholarship, (pp. 419-442). Oxford University Press.

Lemieux, A., Burkholder, C. & Ribiero, J. (2019). Pedagogies of empathy-building: Canadian and Azorean perspectives of film-viewing in higher education. In G. Barton & S. Garvis (Eds.). Compassion and empathy in educational contexts, (pp. 271-288). Palgrave MacMillan.

Gube, J. & Burkholder, C. (2019). Unresolved tensions in Hong Kong’s racialized discourses: Implications for education of ethnic minorities. In J. Gube & F. Gao (Eds.), Education, ethnicity and inequality in multilingual Asian context, (pp. 105-122). Springer.

Burkholder, C. & Gube, J. (2018). ‘When our racial identities are entangled with our scholarly endeavors’: (Re)presenting the identities of ethnic minority students in Hong Kong. Visual Studies, 1-12. https://doi.org/10.1080/1472586X.2018.1527187

Mitchell, C., Magubane, S., Burkholder, C., & Saloojee, S. (2018). Ethically significant moments in stirring up memories. In C. Mitchell, D. Pillay & K. Pithouse-Morgan (Eds.) Memory mosaics: Researching teacher professional learning through artful memory-work, (pp. 175-192). Springer. Doi: 10.1007/978-3-319-97106-3

*Downey, A. & Burkholder, C. (2018). (Re)constructing anti-colonial teacher identities through reflexive inquiry. In E. Lyle (Ed). The negotiated self: Employing reflexive inquiry to explore teacher identity (pp. 63-75). Brill / Sense Publishers.

Burkholder, C. (2018). “Democracy! Not just for locals but for us too!”: Exploring multiethnic young people’s calls for social change in Hong Kong through cellphilms. In P. Carr, M. Hoechsmann & G. Thésée (Eds.) Democracy 2.0: Media, political literacy and education in the era of corporate and (potentially) participatory media. Brill / Sense Publishers.

Burkholder, C. (2018). DIY media-making for social change: Hong Kong’s ethnic minority youth speak back to exclusion and call for social action through cellphilms. In S. Bastien & H. Holmarsdottir (Eds.) Youth as architects of change: Global efforts to advance youth-driven innovation for social change, (pp. 155-174). Palgrave MacMillan.

Burkholder, C. (2017). “Before Occupy Central, I wasn’t concerned”: Examining participatory visual research for social change with Hong Kong based Filipina youth activists. Language and Literacy, 19(2), 56-73.

Burkholder, C. (2017). Who’s Hong Kong? Cellphilming and civic engagement with ethnic minority youth. In S. Malik, C. Chapain & R. Comunian (Eds.). Community filmmaking: Diversity, innovation, policy and practice, (pp. 45-59). Routledge.

Burkholder, C. & MacEntee, K. (2016). Exploring the ethics of a participant-produced cellphilm archive: The complexities of dissemination. In D. Warr, M., Guillemin, S., Cox and Waycott, J. (Eds.), Ethics and visual research methods: Theory, methodology and practice, (pp. 211-224). Palgrave Macmillan.

Burkholder, C. (2016). On keeping public visual fieldnotes as reflexive ethnographic practice. McGill Journal of Education, 51(2), 907-916.

MacEntee, K., Burkholder, C., & Schwab-Cartas, J. (2016). What’s a cellphilm? Introducing the methodology. In K. MacEntee, C. Burkholder, and J. Schwab-Cartas (Eds.). What’s a cellphilm?: Integrating mobile phone technology into participatory arts based research and activism. Sense Publishers.

Burkholder, C. (2016). We are HK too!: Disseminating cellphilms in a participatory archive. In K. MacEntee, C. Burkholder, and J. Schwab-Cartas (Eds.). What’s a cellphilm?: Integrating mobile phone technology into participatory arts based research and activism. Sense Publishers.

Schwab-Cartas, J., MacEntee, K., & Burkholder, C. (2016). Where do we go from here? A conclusion. In K. MacEntee, C. Burkholder, and J. Schwab-Cartas (Eds.). What’s a cellphilm?: Integrating mobile phone technology into participatory arts based research and activism. Sense Publishers.

Burkholder, C., Makremalla, M., Abdou, E., Khan, F., & Khoja, N. (2015). Why study power in digital spaces anyway? Considering power and participatory visual methods. Perspectives in Education, 33(4), 6-22.

Mitchell, C. & Burkholder, C. (2015). Chapter 43: Literacies and research as social change. In J. Rowsell and K. Pahl (Eds.). Routledge Handbook of Literacy Studies. Routledge.

Filion, M. & Burkholder, C. (2015). Intercultural education for all? A comparative analysis of intercultural educational policies in Quebec and Hong Kong. International Journal of Comparative Education and Development, 17(2), 21-35.

Burkholder, C. & Filion, M. (2014). Educating adults for citizenship: Critiquing adequate language practices and Canada’s Citizenship Test. Canadian Journal for the Study of Adult Education. 26(4), 1-14.

Burkholder, C. (2013). ‘Just the school makes us non-Chinese’: Contrasting the discourses of Hong Kong’s Education Bureau with the lived experiences of its Non-Chinese Speaking secondary school population. Journal of Educational Research for Social Change, 2(2), 43-58.

EDITED BOOKS

This edited collection presents chapters that investigate research facilitation in ways that specifically attempt to disrupt and challenge anti-Indigenous and anti-Black racism, ableism, homophobia, transphobia, patriarchy, and sexism to work toward social change. It also explores what it means to develop facilitation practices across multiple contexts and research settings, including specific facilitation methods considered by researchers working with visual and community-based methods with Black, Indigenous, and racialized communities. The complexities of how scholars negotiate decisions within their research with people and communities have an effect not only on how researchers construct their participants and communities, but also on the overall purpose of projects, the ways their projects are shared and disseminated, and what is learned in the doing of facilitation.

This edited collection seeks to enrich the dialogue about the expansive possibilities of visual sociological research facilitation. Although facilitating ethical research has long been identified within medical research literatures, there is a dearth of distinct perspectives and voices in academic theorizing when it comes to facilitating ethical research. For example, how can researchers learn and incorporate community created approaches to facilitation into their visual research approaches? Although ethics, positionality, and reflexivity remain important components of visual research, the authors argue that the incremental decisions made in real time by research facilitators within the process of visual research is currently under-theorized. This edited collection seeks to discuss how thinking about facilitation in a more critical and nuanced manner, as well as thinking through the kinds of relations, problems and local changes that happen within a project, can help visual sociological researchers move towards more equitable research practices.

Screen Shot 2020-01-21 at 9.17.11 AM.png — Framed by social justice concerns about power in knowledge production, this insightful collection explores methodological questions about the production, use, sharing, and dissemination of fieldnotes. Particular attention is given to the role of context and author positionality in shaping fieldnotes practices. Why do researchers take fieldnotes? What do their fieldnotes look like? What ethical concerns do different types of fieldnotes practices provoke? By drawing on case studies from numerous international contexts, including Argentina, Cameroon, Canada, Ghana, Hong Kong, Hungary, Kenya, Lebanon, Malawi, the Netherlands, South Africa, and the US, the text provides comprehensive and nuanced answers to these questions.
This text will be of interest to academics and scholars conducting research across the social sciences, and in particular, in the fields of anthropology and education.