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Claudia Mitchell

Dr., F.R.S.C.
Academic title(s): 


Claudia Mitchell
Contact Information

(514) 398-4527 Ext. 09990

Email address: 
claudia.mitchell [at] mcgill.ca
Department of Integrated Studies in Education

Claudia Mitchell is a Distinguished James McGill Professor in the Department of Integrated studies with the Faculty of Education at McGill University, and an Honorary Professor in the School of Education at the University of KwaZulu-Natal in Durban, South Africa, where she established the Centre for Visual Methodologies for Social Change.

In September 2015 Dr. Mitchell was recognized as a Fellow of the Royal Society of Canada. She is currently the Director of the Institute of Human Development and Well-Being in the Faculty of Education of McGill University. Her research interests span work in schools with teachers and young people, particularly in the context of gender, HIV and AIDS; studies in Higher Education of mainstreaming issues of gender, HIV and AIDS in South Africa and Ethiopia; girlhood studies, in particular work related to gender-based violence; and participatory visual methodologies and community-based research in health education, housing and agriculture.

In 2008 she was given an award by the Canadian Bureau of International Education for her innovative work with young people in development contexts. She is involved in a number of research projects. These include studies funded through the Social Sciences and Humanities Research Council of Canada on the uses of digital technology with teachers, and research on "what difference does this make?" in relation to arts-based methodologies for addressing HIV and AIDS in rural communities in South Africa; the Canadian Institute for Health Research in relation to the uses of participatory methodologies for working with aboriginal youth in addressing HIV and AIDS; and the National Research Foundation (South Africa) focusing on two key areas (gender and sanitation, indigenous knowledge and women teachers in the age of AIDS).


Founder of YAHAnet and the Participatory Cultures Lab at McGill, Claudia is also an editor of the academic journal, Girlhood Studies.


Current research: 

My funded research and much of my teaching and community engagement relates to participatory visual work, particularly in the context of university and school-based responses to gender and HIV & AIDS in Southern African (Rwanda, Ethiopia, South Africa, and Kenya) as well as with aboriginal youth in the Canadian context. This includes research on youth participation and sexual violence in and around schools, teacher engagement through memory work and digital media, and the uses of social media and popular culture in relation to social change more broadly. This is work that is located within the James McGill professorship “Social policy ‘from the ground up’: Youth participation and social change through digital media” and which builds on the research that I have been conducting for more than a decade on the use of visual arts-based methodologies in working with youth in relation to gender and sexuality in the age of AIDS. What has been central to this research has been the testing out of such visual methods as participatory video, photography, and participatory archiving in engaging young people, teachers, and community health care workers, primarily in sub-Saharan Africa, in addressing HIV&AIDS prevention and education. This work is also located within the growing body of work in youth studies and youth engagement, which points to the significance of the participation of children and young people in contributing to the official dialogue around issues of concern to their everyday lives. This is an area of significance in Canada and of concern globally. Indeed, there is a growing consensus among those involved in social programming that, unless young people are given a more significant voice in participating in policy dialogue about their own health and well-being, the programs themselves are destined to fail. What has interested me also is the engagement of teachers and others working with youth as central to participatory work. Doctoral and masters students work across a variety of geographic contexts (Canada, Cameroon, South Africa, Mexico, Ethiopia, China), and focusing on school-based and community research related to gender, HIV&AIDS, girlhood, language and teaching.

Selected publications: 

Journal Editing

Mitchell, C. & Reid-Walsh, J. (2008-present). Girlhood Studies: An Interdisciplinary Journal: New York. Berghahn Press.


Mitchell, C., & Mandrona, A. (2019). Our rural selves: Memory, place and the visual in Canadian rural childhoods. Kingston, ON: McGill-Queens University Press.

Pithouse-Morgan, K., Pillay, D., & Mitchell, C. (Eds.) (2019). Memory mosaics: Researching Teacher Professional Learning Through Artful Memory-work. New York, NY: Springer.

Mitchell, C., & Moletsane, R. (Eds.) (2018). Disrupting shameful legacies: Girls and young women speak back through the arts to address sexual violence. Rotterdam, Netherlands: Brill/Sense.

Mandrona, A., & Mitchell, C. (Eds.) (2018). Visual encounters in the study of rural childhoods. New Brunswick, NJ: Rutgers University Press.

Mitchell, C., & Sommer, M. (Eds.) (2017). Participatory visual methodologies in global public health. London, UK: Routledge Taylor Francis.

Mitchell, C., De Lange, N., & Moletsane, R. (2017). Participatory visual methodologies: Social change, community and policy. Los Angeles, CA: Sage.

Mitchell, C., & Rentschler, C. (eds.). (2016). Girlhood and the Politics of Place: New York: Berghahn Press.

Gillander-Gadin, K. & Mitchell, C. (Eds). (2015)  Being young in neoliberal time:Transnational perspectives on  challenges and possibilities for resistance and social change. Sundsvall, Sweden: Forum for Gender Studies

Strong-Wilson, T., Mitchell, C., Allnutt, S. & Pithouse, K. (2013). Productive remembering and social agency. Rotterdam: Sense.

Milne, E-J, Mitchell, C., & De Lange, N. (Eds.). (2012). Handbook on participatory video. Alta Mira Press.

Moletsane, R., Mitchell, C., & Smith, A. (2012). Was it something I wore?  Dress, identity, materiality. Cape Town: HSRC Press.

Mitchell, C. (2011). Doing visual research. London and New YorkSage.

Mitchell, C., Strong-Wilson, T., Pithouse, K., & Allnutt, S. (Eds.). (2011). Memory and pedagogy. London and New York: Routledge.

Theron. L., Mitchell, C., Smith, A., & Stuart, J. (Eds.). (2011). Picturing research: Drawings as visual methodology. Rotterdam: Sense.

Islam, F., Mitchell, C., Balfour, R., De Lange, N., & Combrinck, M. (Eds.). (2011). School-university partnerships for educational change. New York: Edwin Mellen.

Mitchell, C., & Pithouse, K. (2009). Teaching and HIV/AIDS in the South African classroom. Johannesburg: Macmillan.

Pithouse, K., Mitchell, C., & Moletsane, R. (2009). Making connections: Self-study and social action. New York: Peter Lang.

Moletsane, R., Mitchell, C., Smith, A., & Chisholm, L. (2008). Methodologies for Mapping a Southern African girlhood in the age of AIDS. Rotterdam: Sense.

Mitchell, C., & Reid-Walsh, J. (Eds.). (2008). Girl Culture: An Encyclopedia (2 volumes). Westport, CT: Greenwood Press.

De Lange, N., Mitchell, C., & Stuart, J. (Eds.). (2007). Putting people in the picture: Visual methodologies for social change. Amsterdam: Sense.

Leach, F., & Mitchell, C. (Eds.). (2006). Combating gender violence in and around schools. Sterling, USA: Trentham Books.

Jiwani, Y., Steenbergen, C., & Mitchell, C. (Eds.). (2006). Girlhood: Redefining the limits. Montreal: Black Rose Books.

Mitchell, C., Weber, S., & O’Reilly-Scanlon, K. (Eds.). (2005). Just who do we think we are? Methodologies for autobiography and self-study in teaching. London: Routledge-Falmer.

Mitchell, C., & Reid-Walsh, J. (Eds.). (2005). Seven going on seventeen: Tween studies in the culture of girlhood.. New York: Peter Lang Associates.

Balfour, R., Buthelezi, T., & Mitchell, C. (Eds.). (2004). Teacher development at the centre of change. Durban: KZN DE.

Weber, S., & Mitchell, C. (Eds.). (2004). Not just any dress: Narratives of memory, body and identity. New York: Peter Lang Associates.

Mitchell, C., & Reid-Walsh, J. (2002). Researching children’s popular culture: Cultural spaces of childhood. London: RoutledgeTaylor and Francis.

Mitchell, C., & Weber, S. (1999). Reinventing ourselves as teachers: Beyond nostalgia. London: Falmer Press.

Weber, S., & Mitchell, C. (1995). That's funny you don't look like a teacher: Interrogating images of identity in popular culture. London: Falmer Press.

Journal Articles

Nguyen, X. T., Mitchell, C., De Lange, N., & Fritsch, K. (2015). Engaging girls with disabilities in Vietnam: Making their voices count. Disability & Society30(5), 773–787. http://dx.doi.org/10.1080/09687599.2015.1051515

Schwab-Cartas, J., & Mitchell, C. (2015). A tale of two sites: Cellphones, participatory video and indigeneity in community-based research. McGill Journal of Education, 49(3), 603-620.

Strong-Wilson,T., Mitchell, C., Morrison, C., Radford, L., & Pithouse-Morgan, K. (2015). “Reflecting forward” on the digital in multidirectional memory-work between Canada and South Africa. McGill Journal of Education, 49(3), 675-696.

Oliver, V., Flicker, S., Danforth, J., Konsmo, E., Wilson, C., Jackson, R., Restoule, J-P., Prentice, T., Larkin, J., & Mitchell, C. (2015). “Women are supposed to be the leaders:” The Intersections of Gender, Race and Colonisation in HIV Prevention with Indigenous Youth. Culture, Health and Sexuality. Doi:10.1080/13691058.2015.1009170

Haldar, M., Rueda, E., Waerdahl, R., Mitchell. C. & Geldenhuys, J. (2015). Where are the children? Exploring the boundaries between text and context in the study of place and space in 4 countries. Chidren & Society 29, (2015) pp. 48–58. DOI:10.1111/chso.12017

Flicker, S., Danforth, J., Wilson, C..  Oliver, V., Larkin, J. Restoule, J-P, Mitchell, C., Konsmo, E., Jackson, R. & Prentice, T. . (2014). “Because we have really unique art”: Decolonizing research with Indigenous youth using the arts. International Journal of Indigenous Health 10, no. 1, 16-34.

Chege, F., Maina, L., Mitchell, C. & Rothman, M. (2014). Visual essay: A Safe House? Girls’ Drawings on Safety and Security in Slums in and Around Nairobi. Girlhood Studies: An Interdisciplinary Journal. 7:2 130-135.

Akesson, B., D'Amico, M., Denov, M., Khan, F., Linds, W., & Mitchell, C. A. (2014). 'Stepping Back'as Researchers: Addressing Ethics in Arts-Based Approaches to Working with War-Affected Children in School and Community Settings. Educational Research for Social Change (ERSC)3(1), 75-89.

Nguyen, X.T., & Mitchell, C. (2014).  Inclusion in Viet Nam: An intersectionality perspective on girls with disabilities and education. Childhood. DOI: 10.1177/0907568214524459 published online 9 May 2014

Mitchell, C., De Lange, N., & Moletsane, R. (2014), Me and my cellphone: constructing change from the inside through cellphilms and participatory video in a rural community. Area. doi: 10.1111/area.12142 / ISSN: 1475-4762

Mitchell, C. & Pithouse-Morgan, K. (2014). Expanding the memory catalogue: Southern African women’s contributions to memory-work writing as a feminist methodology. Agenda 28(1), 92-103. doi: 10.1080/10130950.2014.883704

Smillie, C., Larkin, J., Flicker, S., Restoule, J.P., Koleszar-Green, R., Barlow, K., Mitchell, C., Masching, R. (2014). Colonalisim-and-Aborginal-Youth. Canadian Journal of Aboriginal Community-Based HIV/AIDS Research: Retrieved from http://www.caan.ca/wp-content/uploads/2012/05/HIV-Colonalisim-and-Aborgi...

De Lange, N., & Mitchell, C. (2014). Building a future without gender violence: rural teachers and youth in rural KwaZulu-Natal, South Africa, leading community dialogue. Gender and education26(5), 584-599.

Mitchell, C., & De Lange, N. (2013). What can a teacher do with a cellphone? Using participatory visual research to speak back in addressing HIV&AIDS. South African Journal of Education33(4), 1-13.

Labacher, L., & Mitchell, C. (2013). Talk or text to tell? How young adults in Canada and South Africa prefer to receive STI results, counseling, and treatment updates in a wireless world. Journal of health communication18(12), 1465-1476

Mitchell, C. & Conway, C. (2013). Integrating gender and HIV/AIDS into food security initiatives. Ethiopian Journal of  Applied Science and Technology. (Special Issue No. 1), 91-101.

Mitchell, C. (2013). Mapping Girlhood Studies: The journal, the academic field and the prospects. The Journal of Social Policy Studies. 11 (1), 103 -118/ Клаудия Митчелл Исследования девичества: журнал, научное направление и перспективы // Журнал исследований социальной политики. Т.11. №1. 2013. С.103 – 118.

Mitchell, C. & Murray, J. (2012). Social networking practices and youth advocacy efforts in  HIV awareness and prevention: What does methodology have to do with it?. Educational Research and Social Change.1:2

Mitchell, C. (2011). What’s participation got to do with it? Visual methodologies in ‘girl-method’ to address gender based violence in the time of AIDS. Global Studies of Childhood, 1(1), 51-59. doi.org/10.2304/gsch.2011.1.1.51

Mitchell, C., Belew, D., Debela, A., Muleta, D., & Fikreyesus, S. (2011). The Farmer and her husband: Engendering the curriculum in a Faculty of Agriculture in an Ethiopian University. Agenda2010, 66-77

Mitchell, C., Dillon, D., Strong-Wilson, T., Pithouse, K., Islam, F., O’Connor, K., Rudd, C., Staniforth, P., & Cole, A. (2010). Things fall apart and come together: Using the visual for reflection in alternative teacher education programmes. Changing English, 17, 1(45-55)

Mitchell, C. (2008). Taking the picture, changing the picture. Visual methodologies in educational research in South Africa. South African Journal of Educational Research28(3), 365-383

Collected Works

Mitchell, C. & Burkholder, C. (2015). Literacies and research for social change. In K. Pahle & J. Rowsell (eds), The Routledge Handbook of Literacy Studies. London and New York: Routledge. 

Mitchell, C. (2015). Who's learning or whose learning? Critical perspectives on the idea of youth-led policy making related to gender based violence in a South African classroom. In J. Wyn & H. Cahill (eds). Handbook of children and youth studies (pp. 169-181). Dubai, UAE: Springer-Verlag Singapur.

Moletsane, R., Mitchell, C. & Lewin, T. (2015). Gender equity as policy in South Africa: Privileging the voices of women and girls through participatory visual methods. In J. Parkes (ed.).  Gender violence and violations: The educational challenge in poverty contexts. (pp.183-196). London, UK: Routledge

Mitchell, C. (2015). Girls’ texts, visual culture and shifting the boundaries of knowledge in social justice research.. In C. Bradford and M. Reimer (eds.), Girls, cultures, texts. (pp 139-160).Waterloo, ON: Wilfred Laurier University Press.  In Print April 2015.

Mitchell, C. (2015). Fire+Hope up: On revisiting the process of revisiting a literacy for social action project. In J. Rowsell & J. Sefton-Greene (eds) Revisiting Learning Lives – longitudinal perspectives on researching learning and literacy. (32-45) London and New York: Taylor & Francis.

Mitchell, C. (2014). What will we know when we know it? Digital media and youth-as-knowledge producers in the age of AIDS. In K. Sanford, T. Rogers & M. Kendrick (eds.). Everyday Youth Literacies (pp. 81-93).. New York, NY: Springer.

Strong-Wilson, T., Mitchell, C., Morrison, C., Radford, L. &  Pithouse-Morgan, K. (2014).  Looking forward through looking back: Using digital-memory-work in teaching for transformation. In L. Thomas & T. Falkenberg (eds.), Becoming a teacher: Sites for teacher development (pp. 442-468). Ottawa: CATE.

Strong-Wilson, T., Mitchell, C., Allnutt, S. & Pithouse-Morgan, K. (2013). Back to the future: Productive remembering and social agency.  In T. Strong-Wilson, C. Mitchell, S. Allnutt & K. Pithouse-Morgan (pp. 1-16). Productive remembering and social agency. Rotterdam, The Netherlands: Sense.

Mitchell, C. (2013). Oil rites and oil rights. In T. Strong-Wilson, C. Mitchell, S. Allnutt & K. Pithouse-Morgan. Productive remembering and social agency (pp. 123-138). Rotterdam, The Netherlands: Sense.

Rivard, L., & Mitchell, C. (2013). Sport, gender and development: On the use of photovoice as a participatory action research tool to inform policy makers. In L Azzarito & D. Kirk (Eds.), Pedagogies, Physical Culture and Visual Methods (pp. 131-143). London and New York: Routledge.

Stuart, J., & Mitchell, C.  (2013). Media and Social Change: working within a “Youth as Knowledge Producers” framework. In D. Lemish (ed.) Routledge Handbook on children, adolescents and media studies. (pp. 359-365) London and New York: Routledge.

Pithouse-Morgan, K., De Lange, N., Mitchell, C., Moletsane, R., Olivier, T., Stuart, J., Van Laren, L., & Wood, L.(2013). Creative and participatory strategies for teacher development in the age of AIDS. In J. Kirk, M. Dembélé & S. Baxter (Eds.), More and better teachers for quality education for all: Identity and motivation, systems and support. E-book available online at http://moreandbetterteachers.wordpress.com/: Collaborative Works.

Mitchell, C. (2012). On a pedagogy of ethics in visual research: Who’s in the picture? In J. Hughes (Ed). SAGE Visual Methods. (307-327) London: Sage.

Mitchell, C. (2012.) Putting people in the picture and keeping people in the picture: What’s participation got to do with it. In M. Fra,ckowiak , L. Olszewski & M. Rosin’ka (eds.). Collaboratorium: A participatory space for social change. (89-98) Poznan:Fundacja SPOT.

Labacher, L., De Lange, N., Mitchell, C., Moletsane, R., & Geldenhys, M. (2012).What can a visual researcher do with a storyboard? In E-J Milne, C. Mitchell, & N. De Lange (Eds.), The handbook of participatory video (pp. 149-163)Lanham, MD: AltaMira Press.

Mitchell, C., Milne, E-J, & De Lange, N. (2012). Introduction. In E-J Milne, C. Mitchell, & N. De Lange (Eds.), The handbook of participatory video (pp. 1-15)Lanham, MD: AltaMira Press.

De Lange, N., & Mitchell., C. (2012). Building sustainability into work with participatory video. In E-J Milne, C. Mitchell, & N. De Lange (Eds.), The handbook of participatory video (pp. 318-330)Lanham, MD: AltaMira Press.

Mitchell, C., Moletsane, R., & Pithouse, K. (2012). Reconfiguring dress. In R. Moletsane,  C. Mitchell, & A. Smith (Eds.), Was it something I wore? Dress, materiality, identity. (pp 3-18) Cape Town: HSRC Press.

Tao, R., & Mitchell, C. ( 2012). Dressing sex/wearing a condom: Exploring social constructions of sexuality through a social semiotic analysis of the condom. In R. Moletsane, C. Mitchell, & A. Smith (Eds.), Was it something I wore? Dress, materiality, identity. (pp. 162-180). Cape Town: HSRC Press.

Mitchell, C. (2011). Picturing violence. Participatory visual methodologies in working with girls to address school and domestic violence in Rwanda. In K. Mundy & S. Dryden-Petersen (eds.), Education in conflict: A tribute to Jackie (221-233). New York: Teachers College Press.

Mitchell, C., & De Lange, N. (2011). Community based video and social action in rural South Africa. In L. Pauwels and E. Margolis (eds.), Handbook on Visual Methods (171-185). London: SAGE.

Mitchell, C., Wilson, T., Pithouse, K., & Allnutt, S. (2011). Introducing memory and pedagogy. In C. Mitchell. T. Strong-Wilson, K. Pithouse and S. Allnutt (eds.), Memory and Pedagogy (1-13). London and New York: Routledge.

Islam, F., & Mitchell, C. (2011). Neoliberal globalization, multilateral development agencies and HIV and AIDs education in South Africa: Looking back to look ahead. In D. Kapoor (ed.), Critical perspectives on neoliberal globalization, development and education in Africa and Asia (121-134). Rotterdam: Sense Publishers.

Islam, F., Mitchell, C., De Lange, N., & Balfour, R. (2011). School-University Partnerships for Educational Change: An Introduction. In F. Islam, C. Mitchell, N. De Lange, R.Balfour and M. Combrinck (eds.), School-university partnerships for educational change in rural South Africa: Particular challenges and practical cases (1-20). New York: Edwin Mellen.

Balfour, R., Mitchell, C., & Moletsane, R. (2011). Understanding Rurality in the Troubling Context: Prospects and Challenges In F. Islam, C. Mitchell, N.de Lange, R.Balfour and M. Combrinck. (eds.), School-university partnerships for educational change in rural South Africa: Particular challenges and practical cases (23-39). New York: Edwin Mellen.

Mitchell, C., De Lange, N., Balfour, R., & Islam, F. (2011). Transforming Teacher Education? A Rural Teacher Education Project Experience. In F. Islam, C. Mitchell, N. De Lange, R. Balfour and M. Combrinck. (eds.), School-university partnerships for educational change in rural South Africa: Particular challenges and practical cases(59-79). New York: Edwin Mellen.

Mitchell, C., Islam, F., De Lange, N., Balfour, R., & Combrinck, M. (2011) Epilogue: New teachers for new times. In F. Islam, C. Mitchell, N. De Lange, R. Balfour and M. Combrinck. (eds.), School-university partnerships for educational change in rural South Africa: Particular challenges and practical cases (245-252). New York: Edwin Mellen.

Mitchell, C., Theron, L., Smith, A., & Stuart, J. (2011). Picturing research: an introduction. In L. Theron, C. Mitchell, A. Smith and J. Stuart (eds.), Picturing research: Drawing(s) as visual methodology (1-16). Rotterdam: Sense.

Mitchell, C., Theron, L., Stuart, J., Smith, A. & Campbell, Z. (2011). Drawing as research method. In L. Theron, C. Mitchell, A. Smith and J. Stuart (eds.), Picturing research: Drawing(s) as visual methodology (19-36). Rotterdam: Sense.

MacEntee, K., & Mitchell, C. (2011). Lost in translation. In L. Theron, C. Mitchell, A. Smith and J. Stuart (eds.), Picturing research: Drawing(s) as visual methodology (89-102). Rotterdam: Sense.

Theron, L., Mitchell, C., & Stuart, J. (2011). A positive, African ethical approach to collecting and interpreting drawings: Some considerations. In L. Theron, C. Mitchell, A. Smith and J. Stuart (eds.), Picturing   research: Drawing(s) as visual methodology (49-61). Rotterdam: Sense.

De Lange, N., Stuart, J., & Mitchell, C. (2011). Learning together: Teachers and community health care workers draw each other. In L. Theron, C. Mitchell, A. Smith and J. Stuart (eds.), Picturing research: Drawing(s) as visual methodology (177-189). Rotterdam: Sense.

Mitchell, C., De Lange, N., & Moletsane, R. (2011). Before the camera rolls. Drawing storyboards to address gendered poverty. In L. Theron, C. Mitchell, A. Smith and J. Stuart (eds.), Picturing research: Drawing(s) as visual methodology (219-231). Rotterdam: Sense.

Sorenssen, I., & Mitchell, C. (2011). Tween-method and the politics of studying kinderculture. In S. Steinberg (ed.), Kinderculture, 3rd edition (153-172). Boulder: Westview Press.

Mitchell, C., Pascarella, J., De Lange, N., & Stuart, J. (2010). “We wanted other people to learn from us”: Girls blogging in rural South Africa in the age of AIDS. In S. Mazzarella (ed.), Girl wide web 2.0: Revising girls, the internet and the negotiation of identity (161-182). New York: Peter Lang.

Mitchell, C. (2010). Things, objects and gendered consumption in childhood studies. In D. Buckingham and V. Tingstad (eds.), Childhood and consumer culture (94-112). London: Palgrave.

Kirk, J., Mitchell, C., & Reid-Walsh, J. (2010). Toward political agency for girls: Mapping the discourses of girlhood globally. In J. Helgren and C. Vascolles (eds.), Girlhood: A global history (14-29). N.J., Rutgers University Press.

Mitchell, C., Stuart, J., De Lange, N., Moletsane, R., Buthelezi, T., Larkin, J., & Flicker, S. (2010). What difference does this make? Studying South African youth as knowledge producers in the age of AIDS. In C. Higgins and B. Norton (eds.), Language and HIV/AIDS (214-232). Toronto: Multi-Lingual Matters.


Mitchell, C. (2019, November). Keynote: Making the Margins Visible and Accessible. Republic of Childhood Conference, Ottawa

Bandarchian Rashti, N. & Mitchell, C. (2019, November). Experiences of Resettlement: Arts-based Approaches to working with Quebec-based Adolescent Refugee Girls. Presented at The Girl: From Expansive Imaginings to Embodied Experience Symposium, York University, Toronto.

Mitchell, C. & Mandrona, A. (2019, June). Picturing the Picture Book as Public Art in Work with Refugee Children in Canada and the UK. International Visual Studies Association, Saratoga Springs.

Mitchell, C. (2019, June). More than just a Picture: Researcher Positionality in Participatory Visual Research in Rural and Girlhood Studies International Visual Studies Association, Saratoga Springs.

Mitchell, C. (2019, June). Keynote address. The situation for girls globally. International conference of the Olave Baden-Powell Society, Toronto, ON.

Nyrariro, M., Mitchell, C., MacEntee, K. & Thompson, J. (2019, April). Between the lines: Autoethnographic accounts of facilitation in addressing sexual violence in post-secondary institutions. Paper presented at the annual American Educational Research Association, Toronto, ON.

Mitchell, C. (2019, April). What can a preservice teacher do with a cellphone? Comparative and International Education Society, San Francisco, CA.

Mitchell, C. (2019, April). Keynote address Me too, we too: Inclusive strategies to address campus-based sexual violence and rape culture. Concordia University, Montreal.

Mitchell, C. (2019, March). Keynote address. The politics and possibilities of girl-led and youth-led arts-based approaches to addressing gender-based violence, Peter Wall Institute & Green College, UBC, Vancouver, BC.

Smith, A. & Mitchell, C. (2019, March). The girl in the text. Second International Girls Studies Conference. South Bend, Indiana.

Graduate supervision: 

Prudence Caldairou-Bessette, FQRSC. May 2019-April, 2021.

Kaylan Schwarz, Social Sciences and Humanities Research Council of Canada, May, 2019 –April, 2021.

Catherine Vanner, Social Sciences and Humanities Research Council of Canada, April, 2018-March, 2020.

Awards, honours, and fellowships: 
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