| Covid-19 and In(di)genuity: Lessons from Indigenous resilience, adaptation, and innovation in times of crisis K Brant-Birioukov Prospects, 13, 2021 | 16 | 2021 |
| Reconceptualizing teacher education in Ontario: Civic particularity, ethical engagement, and reconciliation K Brant-Birioukov, N Ng-A-Fook, R Kane Reconceptualizing teacher education, 39-66, 2020 | 8 | 2020 |
| Policy with an asterisk: Appropriating attendance policy in alternative schools A Birioukov-Brant, K Brant-Birioukov Frontiers in Education 4, 144, 2019 | 8* | 2019 |
| Ng-A-Fook, N., & Kane, R.(2020). Reconceptualizing teacher education in Ontario: Civic particularity, ethical engagement, and reconciliation (pp. 39-67) K Brant-Birioukov Reconceptualizing teacher education worldwide: A Canadian contribution to a …, 0 | 5 | |
| Restorying teacher education: Truth, reconciliation and oral history K Brant-Birioukov, N Ng-A-Fook, K Llewellyn Oral history, education, and justice: Possibilities and limitations for …, 2019 | 4* | 2019 |
| ‘But How Does This Help Me?’:(Re) Thinking (Re) Conciliation in Teacher Education K Brant-Birioukov MA thesis. University of Ottawa, 2017 | 3 | 2017 |
| Indigenizing Ivory Towers: Poetic Inquiry, Métissage, and Reconcilia (c) tion K Brant, KL Cheechoo, T Mcguire-Adams, J Vaudrin-Charette, ... At the Intersection of Selves and Subject: Exploring the Curricular …, 2017 | 2 | 2017 |
| Toward Indigenous Place-based Metaphors for Environmental History Education K Brant-Birioukov, J Pind, S Karn, HE McGregor Land as Relation: Teaching and Learning through Place, People, and Practices …, 2023 | | 2023 |
| Embodying Ceremony as Pedagogy: The Role of school Administration in Reconceptualizing Indigenous Education in the Anthropocene K Brant-Birioukov, G Brant-Terry Teaching in the Anthropocene: Education in the Face of Environmental Crisis, 136, 2022 | | 2022 |
| Kanenhstóhare: the educative implications of estrangement, homecoming, and Indigeneity KK Brant-Birioukov University of British Columbia, 2022 | | 2022 |
| The Story-Takers: Public Pedagogy, Transitional Justice, and Italy’s Non-violent Protest against the Mafia K Brant-Birioukov Canadian Journal of Education/Revue canadienne de l'éducation 42 (4), x-xii, 2019 | | 2019 |
Nicholas Ng-A-FookUniversity of OttawaVahvistettu sähköpostiosoite verkkotunnuksessa uottawa.ca
