Dr. Christine Cho

Christine Cho Photo
Associate Professor / Faculty of Education and Professional Studies - Schulich School of Education
Full-time Faculty
Graduate Program Faculty
Dr. Cho is a practicing visual artist with a Bachelor of Fine Arts (studio) from York University (B.F.A. Hons), and a Bachelor of Education (B.Ed. J/I visual arts) from York University. Dr. Cho completed her Master’s degree in Education (Language, Culture and Teaching, York University) examining socio-economically diverse adolescents’ perceptions of literacy. Christine completed her PhD in Language, Culture and Teaching (York University) exploring immigrant teacher candidates’ counter-stories. Dr. Cho’s dissertation was recognized by the Canadian Association for Teacher Education (CATE) in 2012 for its contribution to teacher education research in Canada. Christine taught all of the core subjects K-8 in the Toronto District School Board as well as in the Peel DSB. Prior to coming to Nipissing, Dr. Cho taught in the faculties of education at Western University, Queen’s University, York University and Trent University. Christine is an Associate Editor for the Journal of Teacher Education (a top-tier research journal). Dr. Cho teaches in the B.Ed. and M.Ed. programs at Nipissing University and supervises M.Ed. and PhD candidates and has been taking B.Ed. students abroad (Italy and France) since 2015. In 2016, Dr. Cho was the recipient of the Ontario Art Education Association’s Post-Secondary Art Educator of the Year for 2015.

Areas of Specialization:
Immigrant teacher candidates, flipped classroom, curriculum methods, visual arts, diversity and inclusion, critical pedagogy
BFA, York University
BEd, York University
MEd, York University
PhD, York University
Research Interests:

Microaggressions, lateral violence and incivility, Anti-oppression education, critical race theory, immigrant teachers, qualitative research methodologies, international facilitation (and international teaching practicums)

Current & Future Research:

Christine is currently working on a third book regarding microaggressions. The first explored microaggressions across disciplines. The second book, just published (May 2021) examines global perspectives of microaggressions in K-12 schools. The current book will explore global understandings of microaggressions in higher education. Christine is concerned with preparing culturally responsive, critical educators and the proactive use of technology in education. Christine is also working to create a forum for teachers in France to visit North Bay to develop an understanding of contemporary Indigenous education.

Research monographs

Corkett, J.K., Cho, C.L. and Steele, A. (2021). Global Perspectives on Microaggressions in Schools: Understanding and Combatting Covert Violence. Routledge Education.

Cho, C.L. and Vitale, J.L. (2014). Art that is heard and music that is seen: Cultivating student engagement through interactive art strategies. What Works? Research Into Practice, Ontario Association of Deans of Education. Research Monograph # 53, 1-4. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_CultivateStudentEngage.pdf

Edited books

Cho, C.L., Corkett, J.K. and Steele, A. (2018). Exploring the Toxicity of Lateral and Microaggression in Multiple Contexts and Disciplines: Poison in the Water Cooler. Palgrave-Macmillan Publishers.

Journal articles

Cho, C.L. & Corkett, J.K. (2021). Gateways to new learnings: Walking to re/vision an international practicum. Journal of the Canadian Association for Curriculum Studies (JCACS). La Revue de l'association canadienne pour l'étude du curriculum (RACÉC),18, (2), 150-162. https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40587

2020    Cho, C.L. (2020, Dec.). A theory/practice divide: Exploring perceptions of inclusion in schools. Intersections: Critical Issues in Education, 4 (1), 20-33. https://digitalrepository.unm.edu/intersections/vol4/iss1/4

2019    Cho, C. L, & Vitale, J. L. (2019). Using the arts to develop a pedagogy of creativity, innovation, and risk-taking (CIRT)Journal for Learning through the Arts, 15(1). http://dx.doi.org/10.21977/D915130132 [both authors contributed equally]

2016    Cho, C.L. (2016). Musings on creativity: Finding inspiration in Low places. Musica Est Donum. Available on line: http://musicaestdonum.weebly.com/articles-published-in-2016.html

Cho, C.L. (2014). “Why don’t you Canadians stop lying to us immigrants?”: Immigrant teacher candidates’ experiences with pre-service education and Canada’s multicultural act. The International Journal of Diverse Identities, 13 (1), 14-25. https://doi.org/10.18848/2327-7866/CGP/v13i01/40001

Cho, C.L. and Tersigni, S. (2014). Teaching for change: Teacher candidates’ anti-oppression elementary school lesson plans. LEARNING Landscapes: Inclusive Education: Socially Just Perspectives and Practices. 7, (2), pp. 83-100. http://www.learninglandscapes.ca/images/documents/ll-no14/ll-no14-cho-tersigni.pdf

Cho, C.L. (2010). “Qualifying” as teacher: Immigrant teacher candidates’ counter-stories. Canadian Journal of Educational Administration and Policy: Special Issue Educational Policy and Internationally Educated Teachers (IETs), 100. http://www.umanitoba.ca/publications/cjeap/

Cho, C.L., Barrett, S.E. & Solomon, R.P. (2009). Mentorship and induction: Negotiating a collaborative enterprise or apprenticing for status quo maintenance? Brock Education: A Journal of Educational Research and Practice, 18(2), 114-130. DOI: https://doi.org/10.26522/brocked.v18i2.95

Refereed Book Chapters

Corkett, J.K., Steele, A. & Cho, C.L. (2021). Introduction. In Corkett, J.K., Cho, C.L., and Steele, A. (Eds.). Global Perspectives on Microaggressions in Schools: Understanding and Combatting Covert Violence. (pp. 1-6). Routledge Education.

Corkett, J.K., Steele, A. & Cho, C.L. (2021). Conclusion. In Corkett, J.K., Cho, C.L., and Steele, A. (Eds.). Global Perspectives on Microaggressions in Schools: Understanding and Combatting Covert Violence. (pp. 158-160). Routledge Education.

Cho, C.L. & Corkett, J.K. (2020). France as a conduit for teacher identity development: Making croissants. In Lyle, E. (Ed.). Identity Landscapes: Contemplating Place and the Construction of Self. (pp. 34-46). Brill Sense Publishers.

Cho, C.L. & Corkett, J. (2019). Practice under tension: Exploring teaching and learning identities in the international teaching landscape. In Mueller, J., & Nickel, J., (Eds.). Globalization and Diversity in Education: What Does It Mean for Canadian Teacher Education? (pp.504-532). Ottawa, ON: Canadian Association for Teacher Education. https://cate-acfe.ca/wp-content/uploads/2019/11/Final-Working-Conference-Book-Halifax-2017.pdf  [both authors contributed equally]

Cho, C.L. (2019). Listening to counter-stories: Enacting diversity and inclusion.  In Kariwo, M., Asadi, N., El Bouali, C., and Demeke, B. Interrogating Models of Diversity within a Multicultural Environment. (pp. 63-83). Palgrave-Macmillan.

Cho, C.L. Corkett, J.K. & Steele, A. (2018). Preface. In Cho, C.L., Corkett, J., and Steele, A. (Eds.). Exploring the Toxicity of Lateral and Microaggressions:  Poison in the Water Cooler. (pp. vii-x). Palgrave Macmillan Publishers.

Cho, C.L. Corkett, J.K. & Steele, A. (2018). Introduction. In Cho, C.L., Corkett, J., and Steele, A. (Eds.). Exploring the Toxicity of Lateral and Microaggressions:  Poison in the Water Cooler. (pp. 1-9). Palgrave Macmillan Publishers.

Cho, C.L. (2018). Insider/outsider: Border crossing, liminality and disrupting concepts of teacher identities through a prototypical lens. In Lyle, E. (Ed.). The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity. (pp. 215-226). Brill Sense Publishers.

Cho, C.L. and Corkett, J. (2017). Presentosa filigrana: Crafting a metaphor for authenticity in an international teaching and learning context. In Lyle E.R., (Ed.). At the Intersection of Selves and Subject: Exploring the Curricular Landscape of Identity.  (pp. 143-152). Sense Publishers.

Cho, C.L. (2016). No dreads and saris here: The culture of teacher education conformity and the need for diverse representation amongst teaching staff. In Schmidt, C. and Schneider, J. (Eds.)., Diversifying the Teaching Force in Transnational Contexts: Critical Perspectives. (pp.45-57). Sense Publishers.

Cho, C.L. (2014). Lessons on affirming identities in the classroom. In Gosse, D. (Ed.)., Out Proud: Stories of Pride, Courage and Social Justice in Canada. (pp. 316-321). Breakwater Books, Ltd.

Cho, C.L. (2014). “How do I get in?”: Exploring the under-employment of immigrant teachers in Canada. In C. Brewer & M. McCabe (Eds.), Immigrant and refugee students in Canada (pp. 261-272). Brush Education Inc.

Cho, C.L. (2013). Performing the innocent stranger: Exploring immigrant identities and education. Canadian Society for the Study of Education (CIESC): In C. Broom (Ed.)., Citizenship Education Research Network (CERN) Collection 2012. 76-89.


Richmond, G., Bartell, T., Cho, C.L. et al. (2020). Home/school: Research imperatives, learning settings and the COVID-19 pandemic. Journal of Teacher Education 71(5), 503-504. https://doi.org/10.1177/0022487120961574

Richmond, G., Cho, C., Gallagher, H. A., He, Y., & Petchauer, E.  (2020). The critical need for pause in the COVID-19 era. Journal of Teacher Education 71(4), 375–378. https://doi.org/10.1177/0022487120938888

Bartell, T., Cho, C.L., Drake, C., Petchauer, E. & Richmond, G. (2019). Teacher agency and resilience in the age of neoliberalism. Journal of Teacher Education, 70(4), 302-305. https://doi.org/10.1177/0022487119865216

Carter Andrews, D. J., Castro, E., Cho, C.L., Petchauer, E., Richmond, G., & Floden, R.

(2019). Changing the narrative on diversifying the teaching workforce: A look at historical and contemporary factors that inform recruitment and retention of teachers of Color. Journal of Teacher Education, 70(1), 6-12. https://doi.org/10.1177/0022487118812418

Peer-reviewed Published Conference Papers

Cho, C.L. (2020). The art of flipping: Preparing teacher candidates to teach visual arts. 9th Annual - 2020 Arts, Humanities, Social Science & Education Conference: Honolulu, Hawaii, January 6-8th, 2020. https://artshumanitieshawaii.org/wp-content/uploads/2020/04/Cho-Christi…

Cho, C.L. (2016). Perspectives on flipping a visual arts course. In 8th International Conference on Education and New Learning Technologies. EDULEARN Conference proceedings, pp. 6139-6144, Barcelona, Spain: IATED Academy. doi: 10.21125/edulearn.2016.0313

Cho, C.L. (2013). What does it mean to be a “Canadian” teacher: Experiences of immigrant teacher candidates. In L. Thomas (Ed.), What is Canadian about Teacher Education in Canada? Multiple Perspectives on Canadian Teacher Education in the Twenty-First Century (pp 38-61). Canadian Association for Teacher Education/Association canadienne pour la formation à l’enseignement. https://sites.google.com/site/cssecate/fall-working-conference.

Cho, C.L. & Taylor, L. (2012). Re/mediating social justice education: Using animation software to foster pre-service student engagement with equity issues. In S. Van Nuland & J. Greenlaw (Eds.). Social Media and Teacher Learning. (pp. 25-36). UOIT E-Press. http://shared.uoit.ca/shared/faculty/fed/documents/Social%20Media%20and…

Frake-Mistak, M . &.Cho, C.L. (2008) A comparison of two teacher educators perspectives on pre-service education: A self study of new learnings through graduate work. International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, UK, August 3-7, 2008. (pp.125-129). https://qshare.queensu.ca/Users01/ste/SSTEP2008ConferenceProceedings.pdf?uniq=-ncabbt