Jagger, S. (2024). Postcards from the field: Reflections on being participant/researcher in participatory research. In P. P. Trifonas & S. Jagger (Eds.), International handbook of curriculum theory, research, and practice. Springer.
Jagger, S., & Hayward, M. (2024). Children’s embodiment of a land ethic. In P. P. Trifonas and S. Jagger (Eds.), International handbook of curriculum theory, research, and practice. Springer.
Eco Research Organization & Jagger, S. (2023, June). Recasting research actors: Children’s participation in ecological research and action. Paper presented at Canadian Society for the Study of Education (CSSE) Annual Conference, Toronto, ON.
Jagger, S., & Ashdown, B. (2023, June). Rethinking and realizing participation: Children’s engagement in ecological curriculum and research. Paper presented at Canadian Society for the Study of Education (CSSE) Annual Conference, Toronto, ON.
Jagger, S., & Ashdown, B. (2023, April). Negotiating the challenges of participatory research with children. Paper presented at American Educational Research Association (AERA) Annual Conference, Chicago, IL.
Jagger, S. (2023). Currents and confluences in environmental education. In R. Tierney, F. Rizvi, K. Ercikan, & G. Smith (Eds.), International encyclopedia of education (4th ed.) (pp. 210-219). Oxford, UK: Elsevier.
Jagger, S., & Ashdown, B. (2022, May). Drawing on nature: A phenomenographic exploration of the school garden and nearby nature. Paper presented at Canadian Society for the Study of Education (CSSE) Annual Conference (online conference).
Jagger, S., & Ashdown, B. (2021, October). Nurturing ecological citizenship: Children’s participation in environmental curriculum and research. Workshop presented at Classrooms to Communities (C2C) Conference (online conference).
Jagger, S. (2020). An ecology of environmental education. In P. P. Trifonas (Ed.), International handbook of theory and research in cultural studies and education (pp. 765-778). Dordrecht: Springer.
Shoemaker, L., & Jagger, S. (2020). From affect to action: Children’s growing ethic of care toward their natural community. Paper accepted to Canadian Society for the Study of Education (CSSE) Annual Conference, London, ON. [conference cancelled due to COVID-19]
Hayward, M., & Jagger, S. (2019, June). Enacting ecological citizenship: Children’s engagement with and in school garden-based curriculum and research. Canadian Society for the Study of Education (CSSE) Annual Conference, Vancouver, BC.
Jagger, S., & Hayward, M. (2019, April). Ecological citizenship in the early years: Nurturing children’s growing participation in environmental curriculum and research. Paper presented at American Educational Research Association (AERA) Annual Conference, Toronto, ON.
Hayward, M., & Jagger, S. (2018, May). Ecological citizenship in the early years: Children’s participation in environmental curriculum and research. Canadian Society for the Study of Education (CSSE) Annual Conference, Regina, SK.
Jagger, S. (2018). A garden of intentional spacings: Re-enacting a de-fence of what is closed to writing and difference. Review of Education, Pedagogy, and Cultural Studies, 40(5), 390-403.
Jagger, S. (2018). Opening a space of/for curriculum: The learning garden as context and content for difference in mathematics education. In L. Jao & N. Radakovic (Eds.), Transdisciplinarity in mathematics education (pp. 89-106). Dordrecht: Springer.
Hayward, M. , & Jagger, S. (2017, May). Children’s embodiment of a land ethic. Canadian Society for the Study of Education (CSSE) Annual Conference, Toronto, ON.
Jagger, S. (2016). “It’s more like what you think of land”: Bringing together community and education through mapping. LEARNing Landscapes, 10(10), 105-124.
Jagger, S. (2015). The curricular garden: A space for learning about the nature of culture and the culture of nature. Cultural Perspectives, 20, 45-71.
Jagger, S. (2014). Engaging students with/in place through community mapping. Pathways: The Ontario Journal of Outdoor Education, 26(3), 28-32.
Jagger, S. (2013). “This is more like home”: Fostering students’ knowing of nature through community mapping. Canadian Journal of Environmental Education, 18, 173-189.
Children's Ecologies 