Lyle, E., & Snowber, C. (2022). Nesting with/in the bloom. In E. Lyle (Ed.) Re/humanizing education. (pp. 1-9). Brill | Sense.

Snowber, C. (2020). Fragments of the body, landscape and identity: A dancer/poet’s terroir. In E. Lyle, (Ed.). Identity landscapes: Contemplating place and the construction of self. (pp. 69- 82). Leiden, Netherlands: Brill/Sense.

Snowber, C. (2019). Preface: Dancing Incantations. In A. Williamson & B. Sellers-Young (Eds.) Spiritual herstories: Call of the soul in dance research. Bristol, UK:Intellect

Snowber, C. (2020). Mystery, magic and the mundane: A dancers journey in the liturgy of life. In A. Williamson & B. Sellers-Young, (Eds.). Soulful and spiritual research in Dance Studies: bodily inscription, self-narrative and auto-ethnography. Bristol, UK: Intellect.

Snowber, C. (2019). Dance and spirituality. In L. Zsolnai and B. Flanagan, (Eds.). The Routledge International Handbook of Spirituality and Society. Abingdon, UK: Routledge.

Snowber, C. (2018). Embodied perspectives on creativity. In C. Mullen, (Ed.). Creativity Under Duress in Education? Resistive Theories, Practices, and Actions. Berlin, Germany: Springer.

Snowber, C. (2018).  Embodied inquiry in holistic education. In J. Miller, M. Binder, S. Crowell, K. Nigh, B. Novak, (Eds.). The international handbook in holistic education. Bingdon, UK: Routledge.

Snowber, C. (2017). Living, moving and dancing: Embodied ways of inquiry. In P. Leavy, (Ed.). Handbook of Arts Based Research (pp. 247-266). New York: Guildford Press.

Snowber, C. (2017). Ways of being in teaching. In S. Wiebe, J. Guiney Yallop, K. Dark, P. Wright, & E. Lyle (Eds.). Living, loving and dancing the questions: A pedagogy of becoming (pp. 1-5). Rotterdam: Sense.

Wiebe, S., Snowber, C., & Walsh, S. (2017). Curriculum triage: A poetic play upon crisis in schools. In P. Sameshima, C. Leggo, K. James, & A. Fidyk, (Eds.). Poetic inquiry III: Enchantments of Place (pp. 337-346). Wilmington, Delaware: Vernon Press.

Snowber, C. (2016). An embodied currere: Dance, poetics and place and site-specific performance. In M. Doll (Ed.). The reconceptualization of curriculum studies: A festschrift in honor of William F. Pinar (pp. 127-143). New York: Routledge. 

Snowber, C. (2016). “Tales of survival from a mother on the edge” in K. Mantas, Ed.  On mothering multiples: Complexities and possibilities. Bradford, Ontario: Demeter Press.  

Wiebe, S., Fels, L., Snowber, C., Margolin I., & Gallop, J.  (2015). “A poetic inquiry on passive reflection.” In D. Conrad A. Sinner [Eds]. Creating together: Participatory, community-based and collaborative arts practices and scholarship across Canada.  Waterloo, ON: Wilfred Laurier University Press

Snowber, C. & Bickel, B.  (2015). “Companions with Mystery: Art, Spirit and the Ecstatic” in Walsh, S., Bickel, B., & Leggo, C. (Eds.).  Arts-based and contemplative practices in research and teaching:  Honoring presence. New York:  Routledge.

Snowber, C. (2014). Dancing on the breath of limbs: Embodied inquiry as a place of opening. In Amanda Williamson, (Ed.), Dance, Somatics and Spiritualities: Contemporary Sacred Narratives Leading voices in the field. Bristol, UK: Intellect.

Snowber, C. (2013). Visceral Creativity: Organic Creativity in Teaching Arts/Dance Education. In J. Piirto (Ed.), Organic Creativity in the Classroom: Teaching to Intuition in Academics and the Arts. Waco, TX: Prufrock Press.

Snowber, C. (2012). Seaflesh. In A. Sinner and C. Lowther (Eds.), Living Artfully: Reflections from the Far West Coast. Toronto: Key Publishing House.

Snowber, C. (2012). Yarnotes: Re/Knitting my way to wonder. In C. Chamber, E. Hasebe-Ludt, A. Sinner and C. Leggo (Eds.), A Heart of Wisdom: Life Writing as Empathetic Inquiry. NY: Peter Lang.

Snowber, C. (2012). Dancing as a Way of Knowing. In Randee Lawrence (Ed.), Bodies of Knowledge: Embodied Learning in Adult Education in volume of New Directions for Adult and Continuing Education. San Francisco: Jossey Bass.

Snowber, C. (2011). Let the body out: A love letter to the academy from the body. In Erik Malewski and Nathalia Jaramillo (Eds.), Epistemologies of Ignorance in Education. Charlotte. North Carolina: Information Age Publishing.

Snowber, C. (2009). A poetics of place: In praise of random beauty. In E. Malewski (Ed.), Curriculum Studies Handbook: The next moment, exploring post-reconceptualization. New York:  Routledge.

Snowber, C. (2007). The soul moves: Dance and spirituality in educative practice. In L. Bresler (Ed.), International handbook for research in the arts and education. Dordrecht: Springer.

Snowber, C. (2006). Living aesthetically as a foundation for transformative leadership In E. Samier (Ed.), Aesthetic dimensions of educational administration and leadership. New York: Routeledge.

Snowber, C. (2005). The eros of teaching. In J. Miller, S. Karsten, D. Denton, D. Orr & I. C. Kates, (Eds.), Holistic learning: Breaking new ground. New York: SUNY.

Snowber, C. (2004). Leaning absolutes: Honoring the detours in our lives. In 
D. Denton and W. Ashton, (Eds.), Teaching from the heart (pp. 124-135). New York: Peter Lang.

Snowber, C. (2004). An aesthetics of everyday life. In G. Diaz and M. McKenna (Eds.), Teaching for aesthetic experience: The art of learning (pp. 115-126). New York: Peter Lang.

Snowber, C. (2002). Bodydance: Fleshing soulful inquiry through improvisation. In C. Bagley & M.B. Cancienne (Eds.), Dancing the data (pp. 20–33). 
New York: Peter Lang.