Peer-Reviewed Book Chapters

Davidson, S. F. (2021) Pedagogical response: Reflections on content, perspectives, and pedagogies in Indigenous education courses. (pp. 265-275). In J. MacDonald & J. Markides (Eds.), Brave work in Indigenous education. DIO Press.

Yee, N., & Davidson, S. F. (2021). Diversity as the norm: Teaching to and through superdiversity in post-secondary Indigenous education courses. In G. Li, J. Anderson, J. Hare (Eds.). Superdiversity and Teacher Education: Supporting Teachers in Working with Culturally, Linguistically, and Racially Diverse Students, Families, and Communities. Routledge.

Davidson, S. F. (2020). The paper bag mask: On hiding, ceding, resisting, and claiming in the academy. In E. Lyle (Ed.), Sister scholars: Untangling issues of identity as women in academe. DIO Press.

Hare, J., & Davidson, S. F. (2019). Learning from Indigenous Knowledge in education. In D. Long & G. Starblanket, (Eds.), Visions of the heart: Canadian Aboriginal issues, 5^th Edition. (pp. 203-219). Oxford, UK: Oxford University Press.

Davidson, S. F. (2019). Storywork ethics: Using the Storywork framework to guide ethical practices in educational research. In J. Archibald, J. Morgan, & J. De Santolo (Eds.). Decolonizing research: Indigenous Storywork as methodology. (pp. 23-39). London: Zed Books.

Davidson, S. F. (2018). Responding aesthetically: Using artistic expression and dialogical reflection to transform adversity. In E. Lyle (Ed.). The negotiated self: Employing reflexive inquiry to explore teacher identity. (pp. 86-102). Leiden, The Netherlands: Koninlijke Brill Sense.

Hare, J., & Davidson, S. F. (2015). Learning from Indigenous Knowledge in education. In D. Long & O.P. Dickason, (Eds.), Visions of the heart: Canadian Aboriginal Issues, 4^th Edition (pp. 241-262). Oxford, UK: Oxford University Press.