Pelech, Sharon

Pelech, S., & Kelly, D. (In Print). Nature is our classroom: Place conscious pedagogy and elementary science education. In C. Tippett & T. Mildford (Eds), Exploring Elementary Science Teaching and Learning in Canada. Springer

Kelly, D., & Pelech, S. (In Print). Exploring the value of place-conscious pedagogy in science education. In C. Tippett & T. Mildford (Eds), Seeing Science through the Eyes of Canadian Teachers and Learners, Secondary and Beyond. Springer

Pelech, S. & Kelly, D. (2020). Teacher identity and agency: Learning and becoming through place-conscious pedagogy. In E. Lyle (Ed), Identity landscapes: Contemplating place and the construction of self. Leiden, The Netherlands: Brill/Sense Publishing.

Markle, J. & Pelech, S. (2021). Walking: A quiet participation in place. Journal of the Canadian Association for Curriculum Studies Special Edition - Walking: Attuning to an Earthly Curriculum. 18(2), 179-191.

Skuce, T. & Pelech, S. (2020). A pedagogical venturing into the Three Sisters' garden: Lessons of attunement and reciprocity in education. Journal of Applied Hermeneutics, (5), 1-17.

Kelly, D. & Pelech, S. (2020). Canadian contexts for exploring transformative student agency through place-conscious pedagogy. Education in the North, 27(1) 110-124.

Kelly, D. & Pelech, S. (2019). From port and prairie: Exploring the impact of place-conscious pedagogy on student agency. European Journal of Curriculum Studies, 5(2), 874-885.

Pelech, S. (2019). Of butterflies and silences: Exploring teachers and students experiences in high school biology classrooms. Journal of Applied Hermeneutics, 4, 1-17.

Kelly, D. & Pelech, S. (2019). A critical conceptualization of place-conscious pedagogy. European Journal of Curriculum Studies. 5(1), 732-741.

Pelech S. & Kelly D. (2017). "Surrendering to curiosity": Impacts of contemplation for resisting rationalized experience in teacher education. European Journal of Curriculum Studies, 4(1).