• Using duoethnography as a pedagogical tool to promote deep reflection
• Invitational and Holistic teaching practices
• Using Duoethnography as a reflection of social justice and a method to advance it
• Teaching for transformation through constructivism

• OCT – Ontario College of Teachers
• IAIE – International Alliance for Invitational Education
• AERA – American al Research Association
• CSSE – Canadian Society for the Study of Education

Chapters in books

Brown, H. (2016). Two theories in attunement: An invitational and holistic approach. In S. T. Gregory & J. Edwards (Eds.), Invitational education and practice in higher education: An international perspective (pp. 83-103). New York: Lexington Books.

Brown, H. & Barrett, J. (2016).  Duoethnography as a pedagogical tool that encourages deep reflection.   In J. Norris, R. D. Sawyer (Eds.), Theorizing Curriculum Studies, Teacher Education and Research through Duoethnographic Pedagogy. New York: Palgrave Macmillan.

Brown, H. & Hamilton, H. (2016). Going Beneath the Surface: What is Teaching for Diversity Anyway? In H. Brown, R. Sawyer, & J. Norris (Eds.) Forms of Practitioner Reflexivity: Critical, Conversational, and Arts-Based Approaches. New York: Palgrave Macmillan

Brown, H. & Sawyer, S. (2016). Dialogic Reflection: An Exploration of its Embodied, Imaginative, and Reflexive Dynamic. In H. Brown, R. Sawyer, & J. Norris (Eds.) Forms of Practitioner Reflexivity: Critical, Conversational, and Arts-Based Approaches. New York: Palgrave Macmillan.

Papers in Referred Journals

Brown, H. (2019). Found Poetry: Reimagining what is present and what is absent through the journals of her life. Cultural Studies ó Critical methodologies Special Issue: Embodying Moral Discourses through Arts-Based Methodologies: Poetry, Visual Arts, Movement, Sounds, and Performance.

Brown, H. & Docherty-Skippen, S. M. (2018). Floating on the surface, delving beneath, & letting go: A poetic currere exchange.  Currere Exchange Journal. 2(1), 25-29.

Brown, H. & D. Mogadime (2017). Advocacy for diversity begins with the self: Unleashing silenced stories a duoethnographic account.  Understanding and Dismantling Privilege. 7(2), 15-38.

Docherty-Skippen, S. M. & H. Brown. (2017).  Challenging the status quo: The evolution of the supervisor-student relationship in the process of stigmatizing and emotionally complex autoethnographic research.  Journal of the Canadian Association for Curriculum Studies. 15(1), 54-71

Brown, H. (2016b). Moments of Intersectionality: Moving Invitational theory into practice through a constructivist approach. Journal of Invitational Theory and Practice. 22, 48-67.

Brown, H. (2015).  Still learning after three studies: From ontology to epistemology. International Review of Qualitative Research, 8(1), 127–143.

Barrett, J., & Brown, H. (2014). From leaning comes meaning: Informal comentorship and the second-career academic in education.  The Qualitative Report. 19(73), 1-15. http://www.nova.edu.ssss/QR/QR19/barrett73.pdf

Enhanced Teacher Education Program (Two-Year)

2014-Present – EDBE 8F01 – Teaching in the Ontario Context

• EDBE 8Y02 – Field Placement for P/J/I Teaching in the Ontario Context
• EDBE 8P02 – Integrated Teaching, Learning, and Assessment

2015-Present     EDBE 8P40 – Professional Collaborative Community

• EDBE 8P41 – Field Placement for P/J/I Teaching in the Ontario Context