Lyle, E. and Snowber, C. (2021). Walking as attunement: Being with/in nature as currere. Journal of the Canadian Association of Curriculum Studies. Vol. 18 (2), 6-20.

Snowber, C. and Odabashian, M. N. (2020) "Fragments of Armenian Identity," Artizein: Arts and Teaching Journal: Vol. 5 : Iss. 1 , Article 13. Available at: https://opensiuc.lib.siu.edu/atj/vol5/iss1/13

Snowber, C. (June, 2019). Incarnatas: An artist in residence practice in the University of British Columbia Botanical Garden. Artisein: Arts and Teaching Journal Vol. IV (1), 60-62

Wiebe, S., Leggo, C., Conrad, D., Sameshima, P., Gouzouasis, James, K., Walsh, S., Fels, L., Richardson, P., Meyer, K., Hasebe-Ludt, E., Snowber, C., Kentel, J., Lloyd, R.  (2018). Curriculum as playlist: Responses of synopsis and expansion. Journal of Curriculum and Pedagogy.

Snowber, C. (2017). Dancers of incarnation: From embodied prayer to embodied inquiry. Revue Théologiques, (Vol 25), Montreal, QC.

Wiebe, S., Yallop, J.G., Fels, L., Snowber, C., Richardson, P., Honein, N., Faulkner, S., Dark, K. & Leggo, C.  (2016) Poetic Inquiry of and on play. Canadian Journal of Education. 39 (3), 1-26.

Snowber C. (2014) Dancing the threshold from personal to universal. International Journal of Education and the Arts, 15(2). (Special Issue: What does it mean to have an N of 1? Art-making, education research and the public good).

Ricketts, K. & Snowber, C. (2013) Autobiographical Footsteps: Tracing our stories within and through body, space and time. UNESCO Observatory Multi-Disciplinary Journal in the Arts, 2(13). (Special Issue: A/r/tography and the Literary and the Performing Arts).

Snowber, C. (2012) Dancing a Curriculum of Hope: Cultivating Passion as an Embodied Inquiry. Journal of Curriculum Theorizing, 28.

Snowber, C. & Wiebe, S. (2011). The Visceral Imagination: A Fertile for Non-Textual Knowing. Journal of Curriculum Theorizing.

Snowber, C. & Wiebe, S. (2009). In praise of the vulnerable: A poetic and autobiographical response to Salvio’s abundant Sexton.  Journal of the American Assocation of Curriculum Studies, 5.

Snowber, C. (2006). A curriculum of longing. Journal of Curriculum Theorizing. 22(1), 79–88.

Snowber, C. (2005). The mentor as artist: a poetic exploration of listening, creating, and mentoring. Mentoring and tutoring: Partnership in learning 13(3), 345–353.

Snowber, C.N. & Cancienne, M.B. (2003). Writing rhythm: Movement as method. Qualitative Inquiry, 9(2), 237–253.

Snowber, C.N. & Giard, M. (2003). Daring to dance our life. Educational Insights.

Snowber, C.N. (2002). A curriculum of beauty. Teacher Educational Quarterly 29(4), 119–123.

Snowber, C.N. (2002). A geography of eros. Vox Feminarum: The Canadian Journal of Feminist Spirituality, 2(4), 47–49.

Snowber, C.N. (2001). Simplicity, and Humility. Language and 
Literacy, 3(1).

Snowber, C.N. (2001). Two poems: Blueberry rubble and Pulsing home. Journal of Curriculum Theorizing, 17(2), 143–146.

Snowber, C.N. (2000). Building snuggles, Dangerous beauty/Beautiful danger, and Stones of love. English Quarterly, 32(1–2), 40–41.

Snowber, C.N. (1999). The eros of listening: Dancing into presence. (Feature article) Journal of Curriculum Theorizing, 15(3), 17–25.

Snowber, C. & Gerofsky, S. (1998). Beyond the span of my limbs: Gesture, number and infinity. Journal of Curriculum Theorizing, 14(3), 39–48.

Snowber, C. (1997). Writing and the body. Educational Insights, 4(1).