Chambers, C., Hasebe-Ludt, E., Leggo, C., & Sinner, A. (2012). A heart of wisdom: Life writing as empathetic inquiry. Complicated Conversation: A Series in Curriculum Studies. New York, NY: Peter Lang.
Hasebe-Ludt, E., Chambers, C., & Leggo, C. (2009). Life writing and literary métissage as an ethos for our times. New York, NY: Peter Lang.
Chambers, C. (2012). Spelling and other illiteracies. In C. Chambers, E. Hasebe-Ludt, C. Leggo, & A. Sinner (Eds.), A heart of wisdom: Life writing as empathetic inquiry (pp. 183–189). New York, NY: Peter Lang.
Chambers, C. (2012). “We are all treaty people: The contemporary countenance of Canadian curriculum studies”. In N. Ng-A-Fook & J. Rottman (Eds.), Reconsidering Canadian curriculum studies (pp. 23–38). New York, NY: Palgrave Macmillan.
Blood, N., Chambers, C., Donald, D., Hasebe-Ludt, E., & Big Head. R. (2012). Aoksisowaato’op: Place and story as organic curriculum. In N. Ng-A-Fook & J. Rottman (Eds.), Reconsidering Canadian curriculum studies (pp. 47–82). New York, NY: Palgrave Macmillan.
Chambers, C. M. (2011). The living literacies of Ulukhaktok: A community-based research project. In E. Kudlak, A. Kaodloak, & the Ulukhaktok Elders with C. Chambers & H. Balanoff, Pihuaqtiuyugut: We are the long distance walkers (pp. 38–46, English; pp. 52–60, Inuinnaqtun trans.). Yellowknife, Canada: NWT Literacy Council.
Chambers, C. M., & Balanoff, H. (2009). Translating “participation” from north to south: A case against intellectual imperialism in social science research. In D. Kapoor & S. Jordan (Eds.), International perspectives on education, PAR and social change (pp. 73–88). New York, NY: Palgrave Macmillan.
Hasebe-Ludt, E., Chambers, C., Oberg, A., & Leggo, C. (2008). Embracing the world, with all our relations: Métissage as an artful braiding. In S. Springgay, R. Irwin, C. Leggo, & P. Gouzouasis- (Eds.), Being with a/r/tography (pp. 58–67). Rotterdam, Netherlands: Sense.
Chambers, C., & Hasebe-Ludt, E. with Leggo, C., Oberg, A., Donald, D., & Hurren, W. (2008). Métissage: A research praxis. Chapter 12. In J. G. Knowles & A. Cole (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples and issues (pp. 141–154). Thousand Oaks, CA: Sage.
Chambers, C. (2003). “As Canadian as possible under the circumstances”: A view of contemporary curriculum discourses in Canada. In W. F. Pinar (Ed.), Handbook of international curriculum research (pp. 221–252). Mahwah, NJ: Lawrence Erlbaum.
Chambers, C. (2003). On being a disciple of memoir: In E. Hasebe-Ludt & W. Hurren (Eds.), Curriculum intertext: Place/language/pedagogy (pp. 101–107). New York, NY: Peter Lang.
Hasebe-Ludt, E., Bright, R., Chambers, C., Fowler, L., Pollard, M., & Winsor, P. (2003). What are the new literacies? Writing and teaching and living with the questions. In. A. Clarke & G. Erikson (Eds.), Teacher inquiry: Living the research in everyday practice (pp. 103-114). New York, NY: RoutledgeFalmer.
Houtekamer, T., Chambers, C., Yamagishi, R. & Good Striker, E. (1997). Exploring sacred relations: Collaborative writing as action research. In T. Carson & D. Sumara (Eds.), Action research as a living practice (pp. 137–159). New York, NY: Peter Lang.
Chambers, C. (1991). On the fringe: Indigenous student participation during reading instruction. In P. Evans, N. Mickelson & A. Olson (Eds.), The emergence of literacy (pp. 174–204). Toronto, Canada: Captus Press/York University Press.
Chambers, C. (1985). Practical suggestions for making Dene literacy functional. In B. Burnaby (Ed.), Promoting native writing systems in Canada (pp. 159–174). Toronto, Canada: OISE Press.
Journal Articles and Essays
Chambers, C. M., & Blood, N. J. (forthcoming). “Love thy neighbour”: Repatriating precarious Blackfoot sites. Reprinted in One World in Dialogue Journal.
Chambers, C. M. (2010). “I was grown up before I was born”: Wisdom in Kangiryarmuit life stories. Transnational Curriculum Inquiry, 7(2), 5–38.
Chambers, C. M., & Blood, N. J. (2009). “Love thy neighbour”: Repatriating precarious Blackfoot sites. International Journal of Canadian Studies, (39), 253–279.Chambers, C. (2008). Where are we? Finding common ground in a curriculum of place.
Chambers, C. (2008). Where are we? Finding common ground in a curriculum of place. Journal of the Canadian Association for Curriculum Studies, 6(2), 113–128.
Chambers, C. (2006). “The land is the best teacher I ever had”: Places as pedagogy for precarious times. JCT: Journal of Curriculum Theorizing, 22(3), 27–37.
Chambers, C. (2006). Where do I belong? Canadian curriculum as passport home. Journal of the American Association for the Advancement of Curriculum Studies, 2.
Balanoff, H. & Chambers, C. (2005). Do my literacies count as literacy? An inquiry into Innuinaqutun literacies in the Canadian North. Literacies, 8, 18–20.
Chambers, C. (2004). Research matters: Finding a path with heart. Journal of Canadian Association of Curriculum Studies, 2(1), 1–19.
Chambers, C. (2004). Antoinette Oberg: A real teacher…and an organic but not so public intellectual. Journal of Canadian Association of Curriculum Studies, 2(1), 245– 260.
Chambers, C., Fidyk, A., Hasebe-Ludt, E., Hurren, W., Leggo, C., & Rahn, J. (December 2003). Dis(e)rupting syntax: Curriculum as (dis)composure. Educational Insights, 8(2).
Chambers, C., Hasebe-Ludt, E., & Donald, D. (December, 2002). Creating a curriculum of métissage (text, audio, still images). Educational Insights, 7(2).
Chambers, C. (2001). Confessions on learning the curriculum of love. English Quarterly, 33(1&2), pp. 34–37. (Part of a joint submission entitled “This darkness we enter:” Writing Love to (Re)Create the Light in Teaching by C. Blomgren, C. Chambers, E. Hasebe-Ludt & T. Houtekamer).
Chambers, C. (1999). A topography for Canadian curriculum theory. Canadian Journal of Education, 24(4), 137–150.
Chambers, C. (1998). Composition and composure. Alberta English, 36(2), 21–27.
Chambers, C. (1997). On taking my (own) love medicine: Memory work in writing and pedagogy. Journal of Curriculum Theorizing, 14(4), 14–21.
Yamagishi, R., Houtekamer, T., Good Striker, E., & Chambers, C. (1995). Mitakuye oyasin: Stories of sacred relations. JCT: Journal of Curriculum Theorizing, 11(4), 75–99.
Chambers, C. M. (1994). Worlds apart: Educational inquiry north of 60. The Northern Review: A Multidisciplinary Journal of the Arts and Social Sciences of the North. (Special Issue Northern Education,13), 47–69.
Chambers, C. (1994). Looking for a home: A work in progress. Frontiers: A Journal of Woman Studies, 15(2), 23–50.
Chambers, C., Oberg, A., Moore, M., & Dodd, A. (1994). Seeking authenticity: Women reflect on their lives as daughters, mothers and teachers. JCT: Journal of Curriculum Theorizing, 10(4), 73–108.
Chambers, C. (1991). Student journals: Private lessons in public. Analytic Teaching, 42(1), 37–42.
Erasmus Chambers, C. (1989). Ways with stories: Listening to the stories aboriginal people tell. Language Arts, 66(3), 67–75.
Chambers, C. (1988). A matter of choice: Individual differences in Native Indian student participation during reading lessons. Reading-Canada-Lecture, 6(1), 54–56.
Erasmus, C. (1978). Dene land settlement and rights. The Northian: Journal of the Society for Indian and Northern Education, 13(3), 27–33.
Other Creative Works
Blood, N. & Chambers, C. (Producers/Writers/Directors). (2006). “Káhsinnóoniksi: Learning from Place” [DVD]. Produced in cooperation with Alberta Community Development Branch, Alberta Education, and the University of Lethbridge. This video has been shown extensively nationally and internationally, used in university courses, and is part of digital databases of resources.