Dr. Chenkai Chi

1. Drake, M. S., & Chi, C. (In press). Creating a new global story for education. In C. R. Collister (Ed.), Holistic education: Principles, perspectives, and practices. Information Age Publishing.
2. Chi, C., Hassan, M., & Sameshima, P. (2025). Exploring the self and the world: Arts integrated multiliteracies as a dialogical catalyst with English Language Learners in a Canadian university (pp. 443–472). In B. Peters (Ed.), Arts-based multiliteracies for teaching and learning. IGI Global. DOI
3. Chi, C., Fang, L., Cowper, J., & Chen, M. (2025). A narrative inquiry in student-centred teaching practices in Canada–China sister school network. In S. Xu, L. Yang, Y. Deng, & S. Fu (Eds.), Reciprocal learning between Canada and China in language and culture education (pp. 47–68). Springer Palgrave Macmillan. DOI
4. Chi, C., Hickman, C., Xu, S., & Pan, J. (2025). Reciprocal learning between generalist and specialist teaching models: Canadian and Chinese sister school teachers co-planning and co-teaching a mathematics lesson. In Y. Khoo, F. M. Connelly, & S. Xu (Eds.), Canada–China sister school network: Stories of hope for West–East reciprocal learning. Springer Palgrave Macmillan. DOI
5. Connelly, M., Xu, S., & Chi, C. (2024). The methodology of narrative inquiry in teacher education. In West–East reciprocal learning in teacher education (pp. 33–54). Springer Palgrave Macmillan. DOI
6. Liu, Y., Tong, W., Chi, C., & Potocek, D. (2024). Teacher education research most popular in China and teacher education research through the RLP: What can be learned reciprocally? In West–East reciprocal learning in teacher education (pp. 55–79). Springer Palgrave Macmillan. DOI
7. Xu, S., Liu, Y., Zhang, Z., & Chi, C. (2024). Knowing the teacher education reciprocal learning program. In West–East reciprocal learning in teacher education (pp. 3–34). Springer Palgrave Macmillan. DOI
8. Xu, S., Liu, Y., Zhang, Z., Connelly, F. M., Chi, C., Deng, Y., Luo, X., & Guo, H. (2024). An investigation of the long-term impact on Canadian and Chinese pre-service teachers from the perspective of cross-cultural reciprocal learning: Survey of a 10-year program. In West–East reciprocal learning in teacher education (pp. 81–101). Springer Palgrave Macmillan. DOI

Published & In Press

1. Chi, C., Xu, S., Zhang, L., & Wei, H. (in press). Exploring inquiry-based learning in mathematics education in the Canada–China sister school network: The perspectives of the Chinese math specialist teachers. Journal of Teaching and Learning.
2. Chi, C., & Xiang, B. (2026). Beyond silence and fluency: Rethinking Chinese international students' engagement in Canadian higher education. Journal of International Students, 16(5), 23–42. DOI
3. Xu, S., Connelly, F. M., & Chi, C. (2024). Narrative inquiry in China. Frontiers in Education — Teacher Education, 8, 1–14. DOI [Corresponding Author]
4. Chi, C., Fu, Z., & Xiang, Y. (2023). Supporting linguistically and culturally diverse English language learners by integrating first language. ERL, 22(8), 58–67. DOI
5. Kong, X., & Chi, C. (2023). Re-conceptualizing the knowledge base for non-native language teachers to cope with negative emotions. ERL Journal, 1(9), 57–64.
6. Parker, L., Xu, S., & Chi, C. (2022). Chinese preservice teachers' perspectives of mentoring relationships in an international learning partnership. Journal of Teacher Education, 73(5), 525–537. DOI [equal authorship]
7. Chi, C., & Sefton, T. (2020). The creation of multimodal texts of adult English language learners in a Canadian university: A case study. Education Role of Language Journal, 2(4), 100–114. DOI

Under Review / In Preparation

1. Meng, Y., & Chi, C. (Submitted). Foreign language enjoyment across proficiency levels: A multilevel developmental model from a self-determination theory perspective.
2. Chi, C., & Xu, S. J. (Submitted). Rosie's Walk: Reciprocal learning between Canadian and Chinese kindergartens.
3. Chi, C., & Xu, S. J. (Submitted). A narrative inquiry into generalist and specialist teaching models in elementary education: Perspectives from pre-service and in-service teachers in Canada and China.
4. Drake, S., & Chi, C. (In preparation). The story model and English as second language teaching in China and Vietnam.
5. Chi, C. (Under review). Not only what is learned, but also who we become: Rethinking reciprocal learning as a way of being with teachers.
6. Sirek, D., Sefton, T., & Chi, C. (Under review). Teacher education in the arts in Ontario: An environmental scan of dance, drama, music, and visual arts.
7. Chi, C. (Submitted). Balancing on the pin: Rethinking teacher autonomy through cross-cultural narrative inquiry.

Public scholarship in The Conversation.

1. Chi, C. (2026). Chinese and Canadian approaches to math teaching have a lot to learn from each other. The Conversation. Read
2. Chi, C., Hassan, M., & Sameshima, P. (2025). Bringing art into classrooms can benefit students who are learning to speak English. The Conversation. Read
3. Chi, C., & Drake, S. (2024). How classroom learning can help students shape new stories about climate change. The Conversation. Read
4. Chi, C., & Xu, S. (2023). How Canadian and Chinese teachers' reciprocal learning can benefit students. The Conversation. Read

1. Chi, C., Jiang, Y., Hua, S., & Huang, B. (2023). Book review: The holistic curriculum. Canadian Journal of Education, 46(2), vi–ix. DOI
2. Chen, A. D., & Chi, C. (2023). A book review on Leading against the grain: Lessons from creating just and equitable schools. Canadian Journal for New Scholars in Education, 14(1), 156–159.
3. Kong, X., & Chi, C. (2021). Book review: The elements of teaching. Canadian Journal of Education, 44(4), xi–xiv. DOI
4. Chi, C. (2021). A book review on Living literacies: Literacy for change. Journal of Teaching and Learning, 15(1), 78–80.
5. Chi, C. (2020b). Book review: Cross-cultural schooling experiences of Chinese immigrant families. Canadian Journal of Education, 43(4), xi–xiv.
6. Chi, C. (2020a). A book review on Knowledge that counts in a global community: Exploring the contribution of integrated curriculum. Journal of Teaching and Learning, 14(2), 70–72.