丁香园AV

Book Chapters

Barber, S. (2023, February). Teachers supporting refugees in Canada during Covid-19: Greater equity and a sense of belonging.  In M. Proyer, W. Veck, F. Dovigo, and E. Seitinger (Eds.). Education in an altered world:  Pandemic, crises and young people vulnerable to educational exclusion (pp. 167- 182).  London: Bloomsbury Academic. doi: 10.5040/9781350282728 

Barber, S. (2022, Sept.). Inclusive art pedagogies for refugee children and youth with mental health disabilities during COVID-19: A Canadian perspective. In L. Meda & J. Chitiyo (Eds.). Inclusive Pedagogical Practices Amidst a Global Pandemic: Issues and perspectives around the globe. Cham: Springer. doi: 10.1007/978-3-031-10642-2_10

Barber, S. (July, 2021). Inclusive art pedagogies for refugee children and youth with mental health disabilities during COVID-19: A Canadian perspective. In L. Meda & J. Chitiyo (Eds.). Inclusive Pedagogical Practices Amidst a Global Pandemic: Issues and perspectives around the globe. Cham: Springer.

Reports

Barber, S. (2019, September). Surrey & Greater Vancouver, B.C.鈥檚 integration of refugees:  A preliminary report (pp. 1鈥�155).

Fiction published in Journals & Creative Writing publications

Barber, S. (under review). In D. Davila, M. Juzwik, R. LeBlanc, E. Rackley & L. Sarroub (Eds.). English Teaching: Practice and Critique鈥揟hemed issue: Religion, literacies and English education in global dialogue.

Barber, S. (2022, June). Reading the road ahead. In M.W. Cole, S. Schenck A. Henze & J. Sosnowski (Eds.). Flying Kites: Narratives of Prison Literacy in Essays and Art. New York: DIO Publishers. ISBN: e-Book: 978-1-64504-222-8

Barber, S. (2022, June). The Nepali alphabet. In M.W. Cole, S. Schenck A. Henze & J. Sosnowski (Eds.). Flying Kites: Narratives of Prison Literacy in Essays and Art. New York: DIO Publishers. ISBN: e-Book: 978-1-64504-222-8

Barber, S. (2008). Fading to white. Wreck Magazine. University of British Columbia.

Barber, S. (2006). Up on the Tracks. In M. Zola (Ed). ou in Me, Me in You: Narratives of Learning and Teaching.  丁香园AV.

Conference Proceedings

Barber, S. & Williamson, R. (2024, June 30). Art as Inclusive Practice:  Engaging Canadian Refugees with Disabilities. International Association of Special Education, IASE). Czech Republic.

Pazoki, N.*, Barber, S. & Williamson, R. (2024, June 30). Lessons learned:  Supporting culturally complex students within inclusive settings. International Association of Special Education, IASE). Czech Republic.

Barber, S., Ramsay, L. & Cojocaru*, A. (2018, April 16). Refugee 鈥渄reams鈥�: Teachers facilitating hope for students and parents with Post-Traumatic Stress Disorder and preliteracy in Canada. [Conference paper]. American Educational Research Association (AERA), 2018, New York, NY.  Retrieved from  Search for: 10.3102/1303985

Barber, S. (2017).  The glass half full?  An opportunity under Trump鈥檚 administration to review the perennial aims of Western education (p. 555).  Global Conference on Education and Research, June 2017, Sarasota, FL.

Barber, S. (2017). Refugees: The new global issue facing teachers in Canada (p. 362).  Global Conference on Education and Research, Sarasota, FL, June 2017.  Retrieved from  

Ramsay, L. & Barber, S. (2017). Narrative inquiry: Demonstrating critical reflection in arts-based cultures of inclusive learning (p. 374).  Global Conference on Education and Research, June 2017, Sarasota, FL. Retrieved from

Barber, S. (2009). IERG Conference Proceedings, Vancouver, BC. 

Barber, S. (2008, May). . CSSE conference proceedings. 

Barber, S. (2008). . 丁香园AV Educational Review. 

Barber, S. (2006). IERG Conference Proceedings, Vancouver, BC.

Articles in Conference Proceedings (published in conference handout or website)

Barber, S. & Akimenko, O.* (2025). Dismantling barriers for refugee children with disabilities鈥� (RCDs) through inclusive education: Art methodologies that reduce trauma, promote translanguaging and increase well-being in Canadian schools. [University鈥檚 conference proceedings published on website]. Inclusive Education and Society:  Methodology, Research, Practice.  Ministry of Science and Higher Education of the Republic of Kazakhstan, Atyrau University, Atyrau, Kazakhstan.

Barber, S. & Williamson, R.L. (2024, April 14). Comparing Refugee Children with Disabilities and Parents鈥�   Values in Learning Through the Arts in Canada [Paper Presentation]. American Educational Research Association Annual Meeting (AERA), Philadelphia, PA, USA.  

Barber, S. (2024, April 13). From isolation to belonging: How refugee children with disabilities can thrive in 鈥渁rtful鈥� Canadian schools. In R.L. Williamson (Chair), Examining the Educational Experiences of  Refugee Children with Disabilities in Jordan, Canada, and Kazakhstan [Symposium], American Educational Research Association Annual Meeting (AERA), Philadelphia, PA, USA.

Barber, S. (2017). 鈥淩efugees, coding and mindfulness:The new global issues that teachers are choosing to research in their Master of Education inquiry projects鈥�. Canada International Conference in Education (CICE), University of Toronto, Mississauga, ON.

Barber, S. (2008). Teaching the ineffable:Ethics and aesthetics in art and literature. CSSE, Vancouver.

Barber, S. (2008). 鈥楥oming of age鈥� as a teacher:The role of fiction in teacher education. Language and Literacy Conference, University of Victoria.        

Barber, S. (2006). Imaginary friends: What literary characters can tell students about finding themselves.IERG, Vancouver.