Hurren, W., & Hasebe-Ludt, E. (Eds.). (forthcoming, 2013). Contemplating curriculum: Genealogies/times/places. Studies in Curriculum Theory series. New York, NY: Routledge. Flyer: Contemplating Curriculumw
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.
Hasebe-Ludt, E., & Hurren, W. (Eds.). (2003). Curriculum intertext: Place/language/ pedagogy. New York, NY: Peter Lang.
Blood, N., Chambers, C.M., 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.
Hasebe-Ludt, E. (2012). (Not so) simple recipes: Life writing in the mixed cosmos of Canadian language classrooms (pp. 52–57). In K. James, T. Dobson, & C. Leggo, (Eds.), English in Middle and Secondary Classrooms: Creative and Critical Advice from Canada’s Teacher Educators. Toronto, Canada: Pearson Canada.
Hasebe-Ludt, E. (2009). Writing lives, writing worlds: Literacy as autobiographical and cosmopolitan text. In P. Lewis & J. Tupper (Eds.), Challenges bequeathed: Taking up the challenges of Dwayne Huebner (pp. 25–38). Rotterdam, The Netherlands: Sense Publishers.
Hasebe-Ludt, E. (2009). Who’s afraid of Virginia’s daughters? Research, writing, and relations. In S. G. Kouritzin, N. A. C. Piquemal, & R. Norman (Eds.), Qualitative research: Challenging the orthodoxies in standard academic discourse(s) (pp. 217–228). Mahwah, NJ: Lawrence Erlbaum.
Hasebe-Ludt, E., Chambers, C., Donald, D., Leggo, C., & Oberg, A. (2008). Embracing the world, with all our relations: Métissage as an artful braiding. In S. Springgay, R. Irwin, C. Leggo, & P. Gouzuasis (Eds.), Being with a/r/tography (pp. 58–67). Rotterdam, The Netherlands: Sense Publishers.
Chambers, C., & Hasebe-Ludt, E. (2008). Métissage: A research praxis. With D. Donald, W. Hurren, C. Leggo, & A. Oberg. In A. Cole & G. Knowles (Eds.), International handbook of the arts in qualitative social science research: Perspectives, methodologies, examples, and issues (pp. 141–153). Los Angeles, CA: Sage Publications.
Hasebe-Ludt, E. (2005). Migration. In R. Golz (Ed.), Internationalization, cultural difference and migration: Challenges and perspectives of intercultural education (pp. 165–167). Münster, Germany: LIT Verlag.
Hasebe-Ludt, E. (2004). We talked freely of many things: Writing home/away from home. In A. L. Cole, L. Neilsen, J. G. Knowles, & T. C. Luciani (Eds.), Provoked by art: Theorizing arts-informed research (pp. 203–213). Big Tancook Island, NS: Backalong Books.
Hasebe-Ludt, E. (2003). By the Oldman River I remembered. In E. Hasebe-Ludt & W. Hurren, (Eds.), Curriculum intertext: Language/place/pedagogy (pp. 149–157). New York, NY: Peter Lang.
Hasebe-Ludt, E. (2003). Métissage and Memory: The politics of literacy education in Canadian curriculum and classrooms. In C. Mair (Ed.), The politics of English as a world language (pp. 457–465). Cross/Cultures, Vol. 65: New Horizons in Postcolonial Cultural Studies. New York, NY: Editions Rodopi.
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 G. Erickson & A. Clarke (Eds.), Teacher inquiry: Living the research in everyday practice (pp. 103–114). London, UK: RoutledgeFalmer.
Hasebe-Ludt, E., Duff, P., & Leggo, C. (1995). Community with/out unity: A postmodern reflection on language in global education. In J. Anderson & M. Chapman (Eds.), Thinking globally about language education (pp. 67–90). Vancouver, Canada: CIDA Publications.
Journal Articles and Essays
Jordan, N., & Hasebe-Ludt, E. (2012). Dwelling in/on The Drive: Life writing in a mixed and mixing commons. JCT: Journal of Curriculum Theorizing. 28(1), 281–297.
Hurren, W., & Hasebe-Ludt, E. (2011). Bringing curriculum down to earth: The terroir that we are. JCT: Journal of Curriculum Theorizing, 27(2), 17–34. Special Issue on Sensual Curriculum: Understanding Curriculum of and Through the Senses. W. G. Gershon (Ed.).
Hasebe-Ludt, E. (2010). A love song to our pluriverse: Life writing as motherwise text. Transnational Curriculum Inquiry. Special Issue on Life Writing Across Knowledge Traditions, 7(2), 39–46.
Hasebe-Ludt, E., & Jordan, N. (2010). (Eds.). “May we get us a heart of wisdom”: Life writing across knowledge traditions. Transnational Curriculum Inquiry, 7(2), 1–4.
Hasebe-Ludt, E., Sinner, A., Leggo, C., Pletz, J., Simoongwe, F., & Wilson, L. (2010). These tensioned places of teaching: Life writing in precarious cosmopolitan times. Creative Approaches to Research, 3(2).
Hasebe-Ludt, E. (2003). Paper Cranes. Dis(e)rupting syntax: Curriculum as dis(com)posure. With C. Chambers, A. Fidyk, W. Hurren, C. Leggo, & J. Rahn. Educational Insights, 8(2).
Chambers, C., Donald, D., & Hasebe-Ludt, E. (2002). Creating a curriculum of métissage. Educational Insights, 7(2).
Hasebe-Ludt, E. (2001). On writing love in teaching. English Quarterly, 33(1), 31–45.
Blomgren, C., Chambers, C., Hasebe-Ludt, E., & Houtekamer, T. (2001). “This darkness we can enter”: Writing love to (re)create the light in teaching. English Quarterly, 33(1), 38–42.
Hasebe-Ludt, E. (2000). The whole world in one classroom: Teaching across traditions in a cosmopolitan environment. Interchange, 30(1), 39–55. Special Issue on Globalization and Education: Prospects for Postcolonial Pedagogy in a Hermeneutic Mode. D. G. Smith (Ed.).