Articles, books, chapters & cultural productions
Kalan, A. (2026). Tweets of love and protest: A poetic inquiry into writing of emotions in social movements. Asemana Books.
Kalan, A., & Wang, S. (2026). Reconstructive discourse analysis as a method for reclaiming non-western epistemologies in language studies: The case of translanguaging. American Journal of Qualitative Research, 10(2), 70–94. https://doi.org/10.29333/ajqr/18004
Jaffer, S. & Andrews, K. (2026). Interruption as a process of affective reckoning: A critical duoethnography on the continuum of violence. Feminist Theory. Advance online publication. https://doi.org/10.1177/14647001261429808
Ali, K.W. & Mills, J.L. (2025). Navigating Neoliberalism: From Teaching in the Classroom to Teaching Teachers. The Currere Exchange Journal.
Andrews, K. (2025). MisSTEPs and missed steps. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 12(1).
Andrews, K., Jaffer, S., & Shariff, S. (2025). Powerful yet disempowered: A thematic literature review exploring the challenges of media reporting on sexual violence. Journal of Communication Inquiry, 50(1), 30–51. https://doi.org/10.1177/01968599251348248
Gagné, A., Herath, S., Kalan, A., Ortega, Y., & Rosado-Mendinueta, N. (2025). Teacher educator growth across rhizomatic landscapes of praxis. Canadian Journal of Action Research, 25(1), 71–90.
Kalan, A. (2025). Translanguaging as a hermeneutics of empathy: همدلی. In M. S. Christiansen, Z. Tian, & S. Canagarajah (Eds.), Decolonizing academic writing through translingualism: Walking the talk (pp. 87–106). Routledge.
Kalan, A. (2025). Chatbots, Frankenstein’s monster of dominant writing education. In C. Wang & Z. Tian (Eds.), Rethinking writing education in the age of generative AI (pp. 9–25). Routledge.
Kalan, A. (Producer), & Nemat Tavousi, M. (Director). (2025). Women, life, philosophy: The life and work of Sayeh Meisami [Motion picture]. Montreal, Canada.
Low, B., Ehret, C., & Hagh, A. (2025). Algorithmic imaginings and critical digital literacy on #BookTok. New Media & Society, 27(4), 2336–2353.
Ortega, Y. (2025). Pluriversal applied linguistics: Implications for language teaching and research from the Global South (Vol. 6). Walter de Gruyter GmbH & Co KG.
Ali, K.W. (2024). Speaking English 50/50. Nobody here is writing bad: Social justice issues in second language education. https://nobodyhereiswritingbad.wordpress.com/2024/03/28/speaking-englis…
Barabas, C. D. (2024). Editorial: Multiliteracies as pedagogy: Connecting, advocating, resisting. Journal of Language and Literacy Education. 20(1).
Barabas, C. D. (2024) Using queer themed ad for visual sexuality literacy engagement. New Ways in Teaching Visual Literacy. TESOL Press.
Barabas, C. D. (2024) Rethinking literacy practices in international schools: Insights from a student’s case. Bilingual Basics TESOL Newsletter.
Barabas, C. D. (2024) A post-process writing exercise anchored on service-learning activities. SLW TESOL Newsletter.
Gage, Nathan, Reyes, Francisco, Low, B. (2020). “Listen to the tastemakers: Building an urban arts high-school music curriculum”. Research Studies in Music Education.
Hagh, A. (2024). Critical Postdigital Literacies as Resistance Against Platform Governance on Twitter. Postdigital Science and Education, 6(3), 998–1016.
Lipset, M., & Simmons, T. (Forthcoming). The school systems remix: Building democratic school systems through hip hop. In Nathan, L.F., Mendoza, J., & Rojas, G. (Eds.) Designing schools and democratic learning environments: A global perspective. Palgrave Macmillan, Cham.
Kalan, A. (2024). Can separatist ethnonationalist states create inclusive multilingual education policies? Evidence from the Iranian Plateau. Fórum Linguístico, 20(4), 9768–9784.
Kalan, A. (2024). Metatextual dimensions of multimodal literacy engagement: Identity, community, and activism in digital textual ecosystems. In T. Martindale, T. B. Amankwatia, L. Cifuentes, & A. A. Piña (Eds.), Handbook of research in online learning (pp. 196–220). Brill Publishing.
Kalan, A. (2024). Our culture is a product of active word: A poetic inquiry into immigrants’ experiences with writing in a host language. Art/Research International: A Transdisciplinary Journal, 9(1), 201–235.
Kalan, A. (2024). Towards a posthumanist sociomaterial conceptualization of intercultural rhetoric. Journal of Rhetoric, Professional Communication, and Globalization, 12(1), 1–21.
Kalan, A., & Davy, R. (2024). Identifying socio-textual nodes in the academic knowledge industry: “Multiliteracies” research and discursive appropriation. Journal of Language and Literacy Education, 20(1), 1–26.
Kalan, A., Ganjavi, M., Jafarimehr, A., & Javanshir, L. (Eds.) (2024). Language, people, and society: Iranian minority languages and literary traditions (Conference Proceedings of the 2023 McGill-Mosaïque Symposium of Language Studies). Asemana Books.
Lipset, M. & Ellis, D. (2024). Revolutionary youth culture: A brief history of hip hop for educators. The Bloomsbury Handbook of Hip Hop Pedagogy. Bloomsbury Press. Forthcoming.
Barabas, C. D. (2023). Editorial Introduction: The intersection of identities, texts, and activism. Journal of Language and Literacy Education. 19(2).
Barabas, C. D. (2023) Museum-based pedagogy in an adult language immersion course. TESOL Journal. https://doi.org/10.1002/tesj.741
Barabas, C. D. (2023) Some conference networking tips from CSSE-SCEE experience. [CSEE Blog]
Barabas, C. D. (2023) Polat, N., Mahalingappa, L., & Kayi-Aydar, H. (2021). The preparation of teachers of English as an additional language around the world: Research, policy, curriculum and practice. TESOL in Context, 31(1), 119–123. https://doi.org/10.21153/tesol2022vol31no1art1617
Barabas, C. D. (2023) Some techniques in using subtitled video clips for intentional vocabulary learning in an EFL class. Read-Voc TESOL Newsletter.
Edwards, W., & Kalan, A. (2023). Addressing the subjugation of knowledge in educational settings through structuration of teacher research. Canadian Journal of Action Research, 24(1), 56–80.
Kalan, A. (2023). Genre as a product of discursive fusion: A theoretical framework for interdisciplinary academic rhetoric. In L. Buckingham, J. Dong, & F. Jiang (Eds.), Interdisciplinary practices in academia: Writing, teaching and assessment (pp. 9–27). Routledge.
Khawar, S., Ali, K.W., & Kamal, N. (2023). Even the little things: Feminist friendships and enacting care in academia. In S. Phadke & N. Kanagasabai (Eds.), Yaari: An Anthology on Friendship by Women and Queer Folx.
Low, B., Lipset, M., Carter, M.R. (2023). Hope Stories of the Arts and School-Wide Change. In: Mreiwed, H., Carter, M.R., Hashem, S., Blake-Amarante, C.H. (eds) Making Connections in and Through Arts-Based Educational Research. Studies in Arts-Based Educational Research, vol 5. Springer, Singapore.
Ortega, Y. (2023a). Charlas y Comidas: Humanising focus groups and interviews. Qualitative Research, 14687941231176947. https://doi.org/10.1177/14687941231176947
Ortega, Y. (2023b). Onward to Pquyquy (or thinking with the heart): Conceptualizing the decolonization of being for language teaching and research. In H. Castañeda-Peña, P. Gamboa, & C. Kramsch (Eds.), Decolonizing Applied Linguistics Research in Latin America: Moving to a Multilingual Mindset (pp. 196–212). Taylor & Francis.
Ortega, Y. (2023c). Symbolic annihilation: Processes influencing English language policy and teaching practice. Critical Inquiry in Language Studies, 1–23. https://doi.org/10.1080/15427587.2023.2215361
Ortega, Y., & Oxford, R. (2023). Immigrants’ and refugees’ ‘funds of knowledge(s)’ on the path to intercultural competence. Journal of Multilingual and Multicultural Development, 0(0), 1–12. https://doi.org/10.1080/01434632.2023.2170389
Ortega, Y., Passi, A. L., dela Cruz, J. W. N., Nii Owoo, M. A., Cale, B., & Sarkar, M. (2023). Beginning the quilt: A polyvocal and diverse collective seeking new forms of knowledge production. International Journal of Qualitative Methods, 22, 16094069231186131. https://doi.org/10.1177/16094069231186131
Wong, W., & Ortega, Y. (2023). Addressing anti-black racism in English language teaching: Experiences from duoethnography research. TESOL Quarterly, n/a(n/a). https://doi.org/10.1002/tesq.3291
Barabas, C. D. (2022) Implementing peer podcasting in an EFL literature course. TESOL Journal. 14(2). https://doi.org/10.1002/tesj.686
Barabas, C. D. & Jiang, Q. (2022) Queering a high school EFL literature course in China: Teacher’s and student’s reflections. TESOL Journal. 13(4). https://doi.org/10.1002/tesj.671
Barabas, C. D. (2022) Espousing content and language integrated learning to support English as additional language learners. International Education Theory and Practice. Spring Issue. Geneva.
Gagne, A., Kalan, A., & Herath, S. (Eds.) (2022). Critical action research challenging neoliberal language and literacies education: Auto and duoethnographies of global experiences. New York: Peter Lang.
Gagne, A., Herath, S., & Kalan, A. (2022). Pathways to challenge the neoliberal constriction of education: An introductory multi-ethnography. In A. Gagne, A. Kalan, & S. Herath (Eds.), Critical action research challenging neoliberal language and literacies education: Auto and duoethnographies of global experiences. New York: Peter Lang.
Kalan, A. [Amir Kalan]. (2022). A Rhetoric of Protest [Video]. YouTube.
Kalan, A. (2022). Negotiating writing identities across languages: Translanguaging as enrichment of semiotic trajectories. TESL Canada Journal, 38(2), 63-87.
Lipset, M., & Low, B. (2022). A different energy: The critical Hip-Hop teaching artist and school culture. Urban Education, 0(0).
Troberg, M., & Kalan, A. (2022). Large online undergraduate courses: The demise of critical pedagogy? In A. Gagne, A. Kalan, & S. Herath (Eds.), Critical action research challenging neoliberal language and literacies education: Auto and duoethnographies of global experiences. New York: Peter Lang.
Seidel, S., Simmons, T., & Lipset, M. (2022). Hip-hop genius 2.0: Remixing high school education, 10-year anniversary edition. Rowman & Littlefield Publications, Inc.
Ortega, Y. (2022a). Defying the abyssal line: Towards el Buenvivir in English language Teaching in Colombia. In S. Makoni, A. Kaiper-Marquez, & L. Mokwena (Eds.), The Routledge Handbook of Language and the Global South/s (pp. 323–334). Routledge.
Ortega, Y. (2022b). Late capitalism and the commodification of English in Colombia: The shaping of language education policy and practice. In N. Miranda, A.-M. de Mejía, & S. V. Giraldo (Eds.), Language Education in Multilingual Colombia: Critical Perspectives and Voices from the Field (pp. 131–148). Taylor & Francis.
Ortega, Y. (2022c). Trans[cultura]linguación: An intercultural approach to the revitalization of Indigenous languages. In A. Salmon & A. Clavijo-Olarte (Eds.), Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development. IGI Global. https://www.igi-global.com/book/_/293220
Ahsan, M.F. & Ali, K.W. (2021). Textbook review report for English language textbooks for Grades 6–8. In Report on middle grades textbooks analysis for diversity and inclusion. Aga Khan University Institute for Educational Development.
Kalan, A. (2021). A rhetoric of protest [Poem]. The College English Association Mid-Atlantic Review, 29, 78–79.
Kalan, A. (2021). COVID-19, an opportunity to deindustrialize writing education. In I. Fayed, & J. Cummings (Eds.), Teaching in the post COVID-19 era: World education dilemmas, teaching innovations and solutions in the age of crisis (pp. 511-519). Springer.
Kalan, A. (2021). Sociocultural and power-relational dimensions of multilingual writing: Recommendations for deindustrializing writing education. Bristol, UK: Multilingual Matters.
Kalan, A. (2021). Writing in times of crisis: A theoretical model for understanding genre formation. In E. B. Hancı-Azizoğlu, & M. Alawdat (Eds.), Rhetoric and sociolinguistics in times of global crisis (pp. 214-234). IGI Global.
Lipset, M., Brown, J., Crawford, M., Aning, K., Turner, K. (2021). The critical race quantum computer: A tool for liberation. Volume 5. Montreal AI Ethics Institute.
Lipset, M. (2021). How to pay your students to go to school: Student-run record labels and the creative pedagogue. Montréal, QC: McGill Journal of Education Special Edition. 55(3), 530-549.
Lipset, M., & Nathan, L. F. (2021). When school goes home: Reimagining the educator’s role. Phi Delta Kappan, 103(3), 39–42.
Ortega, Y. (2021). Transformative Pedagogies for English teaching: Teachers and students building social justice together. Applied Linguistics, 42(6), 1144–1152. https://doi.org/10.1093/applin/amab033
Ali, K.W. (2020). Going online: lessons from the classroom. DAWN EOS.
Ali, K.W. (2020). The English in our classrooms. Dawn Prism.
Gage, Nathan, Reyes, Francisco, Low, B. (2020). “Listen to the tastemakers: Building an urban arts high-school music curriculum”. Research Studies in Music Education.
Ortega, Y. (2020). “Rebeldes en acción”: A case study in English teaching in a marginalized Colombian high school. In L. M. Berger (Ed.), Social justice and international education: Research, practice, and perspectives (pp. 111–134). NAFSA: Association of International Educators.
Kalan, A., Jafari, P., & Aghajani, M. (2019). A collaborative practitioner inquiry into societal and power-relational contexts of an activist writing community’s textual events. International Journal of Action Research, 15(1), 62-80.
Ortega, Y. (2019). “Teacher, ¿Puedo hablar en Español?” A reflection on plurilingualism and translanguaging practices in EFL. Profile: Issues in Teachers’ Professional Development, 21(2), 155–170.
Barabas, C. D. (2018) Rhetorical moves and the functional constituent of process in higher education promotional materials. The Asian ESP Journal. 14(1). 364-390.
Barabas, C. D. (2018) Bridging the gap: Towards developing a preparatory English programme for Chinese learners joining the international education system. TESOL Int’l. Journal. 13(1). 9-22.
Kalan, A. (2018). Farsi translation of Who’s afraid of multilingual education? Conversations with Tove Skutnabb-Kangas, Jim Cummins, Ajit Mohanty, and Stephen Bahry about the Iranian context and beyond (H. Weisi, Trans.). Dayton, OH: University of Dayton E-Scholarship.
Lipset, M. (2018). The more you know, the more you owe: Review of Vajra Watson’s Learning to liberate. Flagstaff, AZ: Electronic Journal of Education Policy.
Low, B., Lipset, M., & Proietti, M. (2018). Learning through resistance in an urban arts high school transformation project. In P. Trifonas and S. Jagger (Eds.), Handbook of Cultural Studies and Education. New York: Routledge.
Low, B. Brushwood Rose, C., and Salvio, P. (2016). Community-based media pedagogies: Relational listening in the commons. NY: Routledge.
Low, B. (2016). Le hip-hop et le slam: Pratiques novatrices pour inclure la culture des jeunes dans l’apprentissage. In Maryse Potvin et al. La diversité ethnoculturelle, religieuse et linguistique en éducation au Québec (pp. 472-482). Québec: Fidès Education.
Simon, R., & Kalan, A. (2016). Adolescent literacy and collaborative inquiry. In K. A. Hinchman, & D. A. Appleman (Eds.), Adolescent literacy: A handbook of practice-based research (pp. 398-420). New York: Guilford Press.
Simon, R., Evis, S., Walkland, T., Kalan, A., & Baer, P. (2016). Navigating the “delicate relationship between empathy and critical distance”: Youth literacies, social justice, and arts-based inquiry. English Teaching: Practice and Critique, 15(3), 430-449.
Kalan, A. (2016). Teaching Anglo-American academic writing and intercultural rhetoric: A grounded theory study of practice in Ontario secondary schools. Current Studies in Comparative Education, Science and Technology (ISCEST) Journal, 3(1), 57-75.
Kalan, A. (2016). Who’s afraid of multilingual education? Conversations with Tove Skutnabb-Kangas, Jim Cummins, Ajit Mohanty, and Stephen Bahry about the Iranian context and beyond. Bristol, UK: Multilingual Matters.
Kalan, A. (2015). Reading poetry in standardized EFL test preparation to increase meaningful literacy engagement. International Journal of Arts and Sciences, 7(6), 275–290.
Low, B. (2015). Nous Sommes Ici/ We Are Here: Enriching Quebec's Cultural Memory through the Life Stories of Refugees and Immigrants. In Potvin et al (Eds.). Equity, Inclusion and Culturally Responsible Pedagogy: Training and Experience of Professional Educators in Ontario and Quebec, Canadian Diversity/Diversité Canadienne (Summer), 108-112.
Low, B. and Sontag, E. (2015). Listening in human rights education: Learning from life stories of survivors of atrocities. In Leonard Waks (Ed.), Listening to teach. NY: SUNY Press.
Low, B. and Sontag, E. (2015). Oral history and a pedagogy of listening: Teaching and learning from life stories of human rights violations. In Kristina Llewellyn et al. (Eds.), Canadian oral history reader (pp. 266-284). Montreal: McGill-Queen’s University Press.
Simon, R. (Producer), & Kalan, A. (Director). (2015). After “Night” [Motion picture]. Toronto, Canada. University of Toronto.
Kalan, A. (2014). A practice-oriented definition of post-process second language writing theory. TESL Canada Journal, 32(1), 1–18.
Kalan, A. (2014). Integrating speaking and listening activities into teaching Anglo-American academic writing rhetoric. International Journal of English Language Teaching, 1(1), 101–107.
Kalan, A. (Ed.) (2014). Persian hip hop: Writing as social action [Persian]. Tarmatn Publications.
Low, B., and Golden, R. (2014). Slamming School. In Julie Hall (Ed.) Underprivileged School Children and the assault on dignity: Policy challenges and resistance (pp. 173-191). New York: Routledge.
Low, B. and Sarkar, M. (2014). Translanguaging in the multilingual Montreal hip-hop community: Everyday poetics as counter to the myths of the monolingual classroom. In Angela Creese & Adrian Blackledg (Eds.), Heteroglossia as practice and pedagogy (pp. 99-118). Springer
Maryse Potvin, Corina Borri-Anadon, Bronwen Low, Jeff Kuegler, Julie Larochelle-Audet, Saskia Stille. (2014). Introduction. Canadian Diversity/Diversité Canadienne (Summer), 5-11.
Brushwood-Rose, C. and Low, B. (2014). Visual narrative and the craftedness of texts: Interpretation and research in community-based media production. Visual Studies 29(1), 30-39.
Simon, R., Kalan, A., et al. (2014). “In the swell of wandering words”: The arts as a vehicle for youth and educators’ inquiries into the Holocaust memoir Night. Perspectives on Urban Education, 11(2), 90–106.
Kalan, A. (2013). The impact of Canadian social discourses on L2 writing pedagogy in Ontario. English Language Teaching, 6(10), 32–42.
Low, B. and Sarkar, M. (2013). Translanguaging in the multilingual Montreal hip-hop community: Everyday poetics as counter to the myths of the monolingual classroom. In Angela Creese & Adrian Blackledg (Eds.), Heteroglossia as practice and pedagogy (pp. 99-118). Springer.
Low, B. (2013). Slammin' School: Performance poetry and the urban school. (pp. 76-98). In Colin Lankshear & Michele Knobel (Eds.), A New Literacies Reader: Educational Perspectives. New York: Peter Lang.
Low, B. and Sonntag, E. (2013). Towards a pedagogy of listening: Teaching and learning from life stories of human rights violations. Journal of Curriculum Studies 45(6), 768-789.
Low, B. and Sonntag, E. (2013). Towards a pedagogy of listening: Teaching and learning from life stories of human rights violations. Journal of Curriculum Studies 45(6), 768-789.
Low, B., Tan, E., & Celemencki, J. (2013). "Keepin’ it Real” in the classroom: The discourse of authenticity and challenges for critical Hip-Hop pedagogies. In Marc Lamont Hill & Emery Petchauer (Eds.), Schooling Hip-Hop: New approaches to Hip-Hop based education (pp. 187-216). New York: Teachers College Press.
Low, B. (2012). What do hip-hop, spoken word, and slam poetry have in common and how might they be used in a high-school English classroom? In K. James, T. M. Dobson & C. Leggo, (Eds.) English in middle and secondary classrooms: Creative and critical advice from Canada's teacher educators. Toronto, ON: Pearson Press.
Low, B. Brushwood Rose, C., Salvio, P., and Palacios, L. (2012). (Re)framing the scholarship on participatory video production and distribution: From celebration to critical engagement. In EJ Milne, Claudia Mitchell and Naydene de Lange (Eds.),Theorising participatory video: Critical issues and challenges (pp. 49-64). AltaMira/Rowman and Littlefield.
Low, B. and Sarkar, M. (2012). “On va vivre on va die et tout ca: Un regard sociolinguistique sur l’état du rap plurilingue à Montreal. Kinephanos3(1), 20-47.
Sarkar, M., and Low, B. (2012). Multilingualism and popular culture. In Marilyn Martin-Jones, Adrian Blackledge, & Angela Creese (Eds.), The Routledge Handbook of Multilingualism (pp. 403-418). New York: Routledge.
Low, B. (2011). At the edge of writing and speech: New oralities and curriculum. Journal of the Canadian Association of Curriculum Studies 8(2),50-75.
Low, B. (2011). Slam school: Learning through conflict in the hip-hop and spoken word classroom. Stanford University Press.
Low, B. (2010). The tale of the talent night rap: Black popular culture in schools and the challenge of interpretation. Urban Education 45: 194-220.
Hoechsmann, M., & Low, B. (2008). Reading youth writing: “New” literacy, cultural studies, and education. NY: Peter Lang.
