Publications
By Date
Refereed Journal Articles
Hébert, C. & LeNouail, K. (under review). “Beg, borrow, and steal”: School divisions and
assessment policies in Saskatchewan. Alberta Journal of Educational Research.
Hébert, C. & Keil, T. (under review). Teaching with Ozobots and Makey Makeys during the
COVID-19 field experience. Technology, Pedagogy, and Education.
Hébert, C. & LeNouail, K. (In press). Assessment in Saskatchewan: Examining provincial
approaches to contemporary assessment principles through school division administrative policies. Canadian Journal of Educational Administration and Policy.
Hébert, C. (2021). Online remote proctoring software in the neoliberal institution:
Measurement, accountability, and testing culture. in education, 27(1), 23-40.
Hébert, C., Jenson, J. & Terzopoulos, T. (2021). “Access to technology is the major
challenge.”: Teacher perspectives on barriers to and supports for DGBL in K-12 classrooms. E-learning and Digital Media, 18(3), 307-324.
Hébert, C. & Jenson, J. (2020). Teaching with sandbox games: Minecraft, game-based
learning and 21st century competencies. Canadian Journal of Learning and Technology, 46(3).
Beach, P., Cotnam-Kappel, M., Hagerman, M., & Hébert, C. (2020). Multiple perspectives on
digital literacies methods in Canada. International Journal of E-Learning & Distance Education, 35(1).
Hébert, C., Thumlert, K., & Jenson, J. (2020). #Digital parents: Intergenerational learning
through a digital literacy workshop.” Journal of Research on Technology in Education, 52(1), 34-91.
Thumlert, K., Smith, B., Hébert, C. & Tomin, B. (2020). Space is the place: Pre-Service teachers
re/map cartographic landscapes. Digital Culture and Education, 12(1), 52-71.
Hébert, C. & Jenson, J. (2020). Making in schools: Assessing learning through an e-textiles
curriculum. Discourse: Cultural Politics of Education, 41(5), 740-761.
Hébert, C. & Jenson, J. (2019). Digital game-based pedagogies: Developing teaching strategies
for game-based learning. Journal of Interactive Technology and Pedagogy, 15.
Hébert, C. (2018). Assessment in the clinical experience: Student teaching and the edTPA.
Teaching Education, 30(4), 415-436.
Hébert, C., Jenson, J. & Fong, K. (2018). Challenges with measuring learning through and
engagement in digital game play in K-12 classrooms. Media and Communication, 6(2), 112-125.
Hébert, C. (2017). What do we really know about the edTPA?: Research, PACT and packaging a
local teacher performance assessment for national use. The Educational Forum, 81, 68-82.
Hébert, C. (2016). Poetic ponderings of place: Embodying home in the spaces in/between.
Journal of the Canadian Association for Curriculum Studies, 14(1), 166-181.
Hébert, C. (2016). Re/leasing imag/in/ation: Troubling the visuality of Maxine Greene’s
notion of wide-awakeness. Journal of Curriculum Theorizing, 31(2), 50-65.
Hébert, C. (2015). Knowing and/or experiencing: A critical examination of the reflective
models of John Dewey and Donald Schön. Reflective Practice: International and
Multidisciplinary Perspectives, 16(3), 361-371.
Book Chapters
Griffith, J. & Hébert, C. (2016). Learning how to witness: Sex scandal, historical trauma, and
literature of historical witness in Monsieur Lazhar. In N. Ng-A-Fook, A. Ibrahim & G.
Reis (Eds.), Provoking curriculum studies: Strong poetry and the arts of the possible (pp. 173-184). Routledge.
Edited Volumes
Hébert, C., Ng-A-Fook, N., Ibrahim, A., & Smith, B. (2019). Internationalizing curriculum
studies: Histories, environments, and critiques. Palgrave Macmillan.
Refereed Journal Articles
Hébert, C. & LeNouail, K. (under review). “Beg, borrow, and steal”: School divisions and
assessment policies in Saskatchewan. Alberta Journal of Educational Research.
Hébert, C. & Keil, T. (under review). Teaching with Ozobots and Makey Makeys during the
COVID-19 field experience. Technology, Pedagogy, and Education.
Hébert, C. & LeNouail, K. (In press). Assessment in Saskatchewan: Examining provincial
approaches to contemporary assessment principles through school division administrative policies. Canadian Journal of Educational Administration and Policy.
Hébert, C. (2021). Online remote proctoring software in the neoliberal institution:
Measurement, accountability, and testing culture. in education, 27(1), 23-40.
Hébert, C., Jenson, J. & Terzopoulos, T. (2021). “Access to technology is the major
challenge.”: Teacher perspectives on barriers to and supports for DGBL in K-12 classrooms. E-learning and Digital Media, 18(3), 307-324.
Hébert, C. & Jenson, J. (2020). Teaching with sandbox games: Minecraft, game-based
learning and 21st century competencies. Canadian Journal of Learning and Technology, 46(3).
Beach, P., Cotnam-Kappel, M., Hagerman, M., & Hébert, C. (2020). Multiple perspectives on
digital literacies methods in Canada. International Journal of E-Learning & Distance Education, 35(1).
Hébert, C., Thumlert, K., & Jenson, J. (2020). #Digital parents: Intergenerational learning
through a digital literacy workshop.” Journal of Research on Technology in Education, 52(1), 34-91.
Thumlert, K., Smith, B., Hébert, C. & Tomin, B. (2020). Space is the place: Pre-Service teachers
re/map cartographic landscapes. Digital Culture and Education, 12(1), 52-71.
Hébert, C. & Jenson, J. (2020). Making in schools: Assessing learning through an e-textiles
curriculum. Discourse: Cultural Politics of Education, 41(5), 740-761.
Hébert, C. & Jenson, J. (2019). Digital game-based pedagogies: Developing teaching strategies
for game-based learning. Journal of Interactive Technology and Pedagogy, 15.
Hébert, C. (2018). Assessment in the clinical experience: Student teaching and the edTPA.
Teaching Education, 30(4), 415-436.
Hébert, C., Jenson, J. & Fong, K. (2018). Challenges with measuring learning through and
engagement in digital game play in K-12 classrooms. Media and Communication, 6(2), 112-125.
Hébert, C. (2017). What do we really know about the edTPA?: Research, PACT and packaging a
local teacher performance assessment for national use. The Educational Forum, 81, 68-82.
Hébert, C. (2016). Poetic ponderings of place: Embodying home in the spaces in/between.
Journal of the Canadian Association for Curriculum Studies, 14(1), 166-181.
Hébert, C. (2016). Re/leasing imag/in/ation: Troubling the visuality of Maxine Greene’s
notion of wide-awakeness. Journal of Curriculum Theorizing, 31(2), 50-65.
Hébert, C. (2015). Knowing and/or experiencing: A critical examination of the reflective
models of John Dewey and Donald Schön. Reflective Practice: International and
Multidisciplinary Perspectives, 16(3), 361-371.
Book Chapters
Griffith, J. & Hébert, C. (2016). Learning how to witness: Sex scandal, historical trauma, and
literature of historical witness in Monsieur Lazhar. In N. Ng-A-Fook, A. Ibrahim & G.
Reis (Eds.), Provoking curriculum studies: Strong poetry and the arts of the possible (pp. 173-184). Routledge.
Edited Volumes
Hébert, C., Ng-A-Fook, N., Ibrahim, A., & Smith, B. (2019). Internationalizing curriculum
studies: Histories, environments, and critiques. Palgrave Macmillan.
By Theme
Digital Literacies
Assessment; Teacher Education
Hébert, C. (2021). Online remote proctoring software in the neoliberal institution: Measurement, accountability, and testing culture. in education, 27(1), 23-40.
As COVID-19 spread in early 2020, a lockdown was implemented across Canadian provinces and territories, resulting in the shuttering of physical post-secondary campuses. Universities quickly pivoted to remote learning, and faculty members adjusted their instructional and assessment approaches to align with virtual environments. Presumably to aid with this process, a number of institutions acquired licenses to remote online proctoring services. This paper examines the research around online remote proctoring, examining the justification offered for the adoption of online remote proctoring, and contemporary research on assessment practices in higher education. Throughout the paper, I demonstrate a lack of research that speaks to the efficacy of this mode of assessment while also acknowledging shifts in the testing environment, and an increase in student anxiety. I argue that online remote proctoring is not only embedded within neoliberalism and audit culture, but supports a continued reliance on testing culture. It concludes with a discussion of assessment culture, offering some alternative assessment approaches that might disrupt the very need for online remote proctoring.
Hébert, C. (2018). Assessment in the clinical experience: Student teaching and the edTPA. Teaching Education, 4, 415-436.
This article examines the edTPA, an assessment for teacher candidates in the United States that, in traditional teacher education programs, is completed within a student teaching placement. Exploring literature that highlights the function of the placement and the role of the teacher education program and cooperating teacher in shaping the placement, this text engages in an analysis of edTPA handbooks to explore how the edTPA frames the clinical experience. Findings suggest that the edTPA mischaracterizes student teaching within the clinical experience as teaching, positioning candidates as autonomous agents over their practice and the student teaching classroom, while failing to adequately acknowledge both external restrictions imposed on candidates and the educational nature of the clinical experience.
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Hébert, C. (2017). What do we really know about the edTPA? Research, PACT, and packaging a local teacher performance assessment for national use. The Educational Forum, 81, 68-82.
This article calls attention to the overreliance on research about the Performance Assessment for California Teachers (PACT)—often labeled edTPA's predecessor—as justification for the edTPA. The article argues that the distinctions between the assessments are too vast to rely on PACT data to support the edTPA, given the localized nature of PACT and the way in which it is scored.
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Hébert, C. (2015). Knowing and/or experiencing: A critical examination of the reflective models of John Dewey and Donald Schön. Reflective Practice: International and Multidisciplinary Perspectives, 361-371.
In this paper, I take issue with the overuse of reflective practice in teacher education, arguing that the term ‘reflection’ is often utilized without a compre- hensive understanding of its quite diverse parentage. In efforts to clarify the term, I trace the ideological lineage of reflective practice in education, detailing the rationalist-technicist model offered in the work of John Dewey and the experiential-intuitive model as it appears in the work of Donald Schön, high- lighting the key differences in their respective approaches to reflection through critique. I demonstrate that both models bifurcate knowledge and experience, privileging the former at the expense of the latter. I conclude with a brief exploration of Van Manen’s tacit knowing and its potential for reflective practice in teacher education. Ultimately, this work cautions against an uncritical adoption of reflective models, stressing that in doing so, the very spirit of reflective practice can be undermined. |
Curriculum Studies
Hébert, C., Ng-A-Fook, N., Ibrahim, A., & Smith, B. (2019). Internationalizing Curriculum Studies. New York: Palgrave.
This book seeks to understand how to internationalize curriculum without imperializing or imposing the old, colonial, and so-called first-world conceptualizations of education, teaching, and learning. The collection draws on the groundbreaking work of Dwayne Huebner in order to invite scholars into conversation with histories of curriculum studies and to posit them within it, opening up new spaces to work in and through curricular issues. This book will appeal to scholars, teachers, and students looking to reconceptualize international curriculum development and theory.
Hébert, C. (2016). Metaphorical awakening: Curricular reconceptualizations of aesthetic
experience.Journal of Curriculum Theorizing, 31(2), 50-65. This article details the author’s efforts to become wide-awake while engaging with art during a semester in Maxine Greene’s course on an aesthetic experience. Juxtaposing narrative accounts with a close reading of Releasing the Imagination (1995), the author outlines some of the difficulties of this engagement by sketching the visual metaphors that appear throughout Greene’s work. She ultimately argues that the presentational immediacy of visual metaphors grounds the ways in which wide-awakeness can be experienced. The paper concludes with questions about what it might mean to dwell in the spaces in between, by gesturing toward the words of Ted Aoki.
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Hébert, C. (2016). Poetic ponderings of place: Embodying home in the spaces in/between. Journal of the Canadian Association for Curriculum Studies, 14(1), 166-181.
This poetic inquiry grapples with the notion of home—what it means to be at home in all of its de/generative possibilities of dis/placement, be/longing, and be/coming. Home, as a place that one is from, is explored by way of the tensions in-between place and self, highlighted through a series of personal vignettes. In working through what it means to inhabit the space in-between, the author calls attention to the limits of language for representing the in-between within a text, detailing the constraints of the dash and ampersand and offering the slash as a possible means of representation.
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Griffith, J. & Hébert, C. (2016). Learning how to witness: Sex scandal, historical trauma, and literature of historical witness in Monsieur Lazhar. In N. Ng-A-Fook, A. Ibrahim & G. Reis (Eds.), Provoking Curriculum Studies: Strong Poetry and the Arts of the Possible (pp. 173-184). New York: Routledge.
What we explore in this paper is how the film, Monsieur Lazhar, offers several successes and failures of witnessing: the possible sex scandal and historical trauma that call out for witness, the literature to which Lazhar bears witness, and the concluding scene in which one of the last words is “witness.” We begin with the film’s scenes of emotional and historical trauma, identifying what circumstances permit one’s testimony to receive deep witness; we conclude with the literature of historical witness that Lazhar studies in the film.
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