Academic Publications

González Rodríguez, G. I. & García-Híjar, M. B. (2023). La institucionalización del imaginario educativo (RIES). Revista Iberoamericana de Educación Superior RIES, 14(40), 152-170. https://doi.org/10.22201/iisue.20072872e.2023.40.1550

Mutch, C. (2023). The role of schools in supporting children in times of disaster. S. Tucker & D. Trotman (Eds). Pastoral care in Education: Time for a change. Cambridge Scholars Press.

Mutch, C., & McKnight, H. (2023). “I couldn’t do what I needed to do for my own family”: Teacher-parents during COVID-19 lockdowns. Social Sciences & Humanities Open, 7(1), 100401. https://doi.org/10.1016/j.ssaho.2023.100401

Mutch, C., & Romero, N. (2023). Using visual images to explore young children’s responses to Covid-19 lockdown in New Zealand. In H.J. Bessette, & C. Sutton-Brown, (Eds.), Utilizing visual representation in educational research. Charlotte, NC: Information Age Publishing.

Mutch, C., Tatebe, J., & Peung, S. (2023). Everything to everyone: Educational leadership in unprecedented times. D J. Fowler, J. Vasquez Heilig, S. M. Jouganatos, & A. Johnson (Eds.), Equity and Access: An Analysis of Educational Leadership Preparation, Policy, and Practice, pp. 113-130. Charlotte, NC: Information Age Publishing.

Tatebe, J. & Mutch, C. (2023). Building reciprocal university-school-community relationships to explore the impact of Covid-19 on rural schools in Aotearoa New Zealand. In Reardon, R.M. & Leonard, J. (Eds.), School-university-community research in a (post)COVID-19 world. Charlotte, VA: Information Age Publishing.

García-Híjar, M. B. (2022). Redes de Aprendizaje Permanente en las Sociedades Tecnologizadas. Universidad de Guadalajara/Editorial Amate

García-Híjar, M. B. & González Rodríguez, G. I. (2022). Editorial volumen 8 Oralidad-es. Oralidad-es, 8, 1-5. https://revistaoralidad-es.com/index.php/ro-es/article/view/169/144

González Rodríguez, G. I. & García-Híjar, M. B. (2022). Diálogos en tiempos venideros: la imaginacion de un futuro desde los distintos elementos de la oralidad. Oralidad-es, 8, 1-8. https://doi.org/10.53534/oralidad-es.v8a8

González Rodríguez, G. I. & García-Híjar, M. B. (2022). Por el bulevar de los sueños rotos: las trayectorias formativas ante el contexto futuro. En Universidad Autónoma Metropolitana (UAM) (Coord.), Emergencia sanitaria, social y económica global: Tendencias de la enseñanza superior, impacto en las personas estudiantes, egresadas y el entorno laboral ante la pandemia por la Covid-19 (pp. 64-72). UAM.

González Rodríguez, G. I., García-Híjar, M. B. & Correa Arias, C. (2022). Al encuentro de un otro virtual en clave dialógica. Pensamiento crítico en la incertidumbre educativa. En J. Rodríguez González, I. F. Castillo Ruiz, N. Gutiérrez Hernández & H. M. Ortega Neri (Coords.), Problemáticas educativas contemporáneas y tecnologías aplicadas en el contexto escolar (pp. 161-176). Astra Ediciones

Mutch, C. (2022). COVID- 19 and the Exacerbation of Educational Inequalities in New Zealand. In E. Mikulec & T. Ramalho, Enacting Critical Pedagogy Online. Peter Lang Verlag. https://doi.org/10.3726/b19369

Mutch, C. (2022). High expectations, low recognition: the role of principals and teachers in disaster response and recovery in the Asia-Pacific. In H. James, R. Shaw, V. Sharma & A. Lukasiewicz (Eds.), Risk, Resilience and Reconstruction: Science and Governance for Effective Disaster Risk Reduction and Recovery, pp.147-173. Palgrave McMillan.

Mutch, C. (2022). ‘In military terms, we are just collateral damage’: School closures and symbolic violence. Policy Futures in Education, 147821032211359. https://doi.org/10.1177/14782103221135921

Mutch, C., Baird, R., & Peung, S. (2022). Preparing pre-service teachers for complex emergencies: Learning from traumatic events in New Zealand. In O. Schepers, M. Brennan, & P. Bernhardt (Eds.), Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches: Research Findings from Teacher Preparation, (pp.143-167. Charlotte, NC: Information Age Publishing.

Mutch, C., & Romero, N. (2022). A toy bear in lockdown, child-parent attachment and hegemonic peer-orientation. Waikato Journal of Education, 27(1), 93–105. https://doi.org/10.15663/wje.v%vi%i.906

Romero, N., Thompson, A., & Mutch, C. (2022). Editorial – Education in Turbulent Times. Pacific-Asian Education, 33, 1–6.

Alansari, M., Tatebe, J., & Mutch, C. (2021). Navigating tricky terrain: Early career academics charting a research trajectory in the neo-liberal university. In P. Blessinger & E. Kapur (Eds.), International Perspectives on Emerging Trends and Integrating Research-based Learning across the Curriculum (pp. 101–118). Emerald Publishing. https://doi.org/10.1108/S2055-364120210000036008

Correa Arias, C. & García-Híjar, M. B. (2021). Knowmads. Innovaciones y retos para la inclusión social en la educación digital no formal en México. Innoeduca. International Journal of Technology and Educational Innovation, 7(1), 75-88. https://doi.org/10.24310/innoeduca.2021.v7i1.10233

García-Híjar, M. B. & González Rodríguez, G. I. (2021). Reconfiguración de los procesos educativos en tiempos postindustriales: el reto de la modernidad. En G. Álvarez Mendiola (Ed.), Memoria electrónica del Congreso Nacional de Investigación Educativa: No.3 (pp. 1-11). Consejo Mexicano de Investigación Educativa. https://www.comie.org.mx/congreso/memoriaelectronica/v16/doc/2375.pdf

McAneney, H., Shier, H., Gibbs, L., Davies, C., De Brún, A., Tisdall, K. M., Corrigan, C., Kelly, A., Owens, J., Okoli, O., Wall, T., Alves, H., Kongats, K., Krishna, R. N., Sheppard-LeMoine, D., Wagner, F. A., Wang, J.-J., Mutch, C., Kroll, T., & Somanadhan, S. (2021). Children as innovators: Harnessing the creative expertise of children to address practical and psychosocial challenges of the coronavirus disease 2019 (COVID-19) pandemic—COVISION study protocol. HRB Open Research, 4, 104. https://doi.org/10.12688/hrbopenres.13290.1

Mutch, C. (2021). COVID-19 and The Exacerbation of Educational Inequalities in New Zealand. Perspectives in Education, 39(1), 242–256. https://doi.org/10.18820/2519593X/pie.v39.i1.15

Mutch, C., & Peung, S. (2021). Maslow before Bloom’: Implementing a caring pedagogy during Covid-19. New Zealand Journal of Teachers’ Work, 18(2), 69–90. https://doi.org/10.24135/teacherswork.v18i2.334

Mutch, C. (2020). How might research on schools’ responses to earlier crises help us in the COVID-19 recovery process? Set: Research Information for Teachers (Wellington), 2, 3–10. https://doi.org/10.18296/set.0169

Mutch, C., Miles, J., & Yates, S. (2020). “River of emotions”: Reflecting on a university-school-community partnership to support children’s emotional processing in a post-disaster context. In R.M. Reardon & J. Leonard (Eds.), Alleviating the Educational Impact of Adverse Childhood Experiences: School-University-Community Collaboration (pp.135-155). Charlotte, NC: Information Age Publishing.

Mutch, C. (2018). “It was like having the roots pulled out from underneath your feet”: Currere and post-disaster school closures in New Zealand. Currere Exchange Journal, 2(1), 40-52.

Mutch, C. (2018). The place of schools in building community cohesion and resilience: Lessons from a disaster context. In L. Shellevar & P. Westoby (Eds.), The Routledge handbook of community development research, (pp.239-252). Abingdon, UK: Routledge.

Mutch, C., Bingham, R., Kingsbury, L., & Perreau, M. (2018). Political indoctrination through myth building: The New Zealand School Journal at the time of World War 1. Curriculum Matters, 14, 102–128. https://doi.org/10.18296/cm.0031

Gibbs, L., MacDougall, C., Mutch, C., & O’Connor, P. (2017). Child citizenship in disaster risk and affected environments. In D. Paton & D. Johnston (Eds.) Disaster Resilience: An integrated approach (2nd ed.) (pp.138-157). Springfield, Ill, USA: Charles C. Thomas.

Mutch, C. (2017). Children researching their own experiences: Lessons from the Canterbury earthquakes. Set: Research Information for Teachers (Wellington), 2, 3–8. https://doi.org/10.18296/set.0077

Mutch, C. (2017). Winners and losers: School closures in post-earthquake Canterbury and the dissolution of community. Waikato Journal of Education, 22(1), 73-95.

Mutch, C., & Cameron-Lewis, V. (2017). Teaching about war today: An analysis of curriculum resources produced for New Zealand’s commemoration of the First World War. Citizenship, Social and Economics Education, 16(3), 184–198. https://doi.org/10.1177/2047173417745872

Mutch, C., & Tatebe, J. (2017). From collusion to collective compassion: Putting heart back into the neoliberal university. Pastoral Care in Education, 35(3), 221–234. https://doi.org/10.1080/02643944.2017.1363814

Mutch, C., (2016). Engaging children in participatory research in sensitive contexts. In Sage Research Methods Cases Part 2. SAGE Publications, Ltd., https://doi.org/10.4135/9781526403698

Mutch, C. (2016). Schools as Communities and for Communities: Learning From the 2010-2011 New Zealand Earthquakes. The School Community Journal, 26(1), 115.

Mutch, C., & Weir, A. (2016). Evaluating in traumatic contexts: Considering the contextual, ethical, emotional, and political aspects. Evaluation Matters—He Take Tō Te Aromatawai, 2, 23–52. https://doi.org/10.18296/em.0010

Mutch, C., Perreau, M., Houliston, B., & Tatebe, J. (2016). Teaching social studies for social justice: Social action is more than just ‘doing stuff’. In M. Harcourt, A. Milligan, B. Wood, & H. Dale, Teaching social studies for critical, active citizenship in Aotearoa New Zealand (pp. 82–101). NZCER Press.

Nandy, A. M. (2016). Part 1: Overview. In Y. Fang (Ed.). Singapore Teachers: Narratives of Care, Hope and Committment. World Scientific.

Nandy, A. M. (2016). Part 2: Overview. In Y. Fang (Ed.). Singapore Teachers: Narratives of Care, Hope and Committment. World Scientific.

Mutch, C. (2015). Leadership in times of crisis: Dispositional, relational and contextual factors influencing school principals’ actions. International Journal of Disaster Risk Reduction, 14, 186–194. https://doi.org/10.1016/j.ijdrr.2015.06.005

Mutch, C. (2015). The impact of the Canterbury earthquakes on schools and school leaders: Educational leaders become crisis managers. Journal of Educational Leadership, Policy and Practice, 30(2), 39–55.

Mutch, C. (2015). The role of schools in disaster settings: Learning from the 2010–2011 New Zealand earthquakes. International Journal of Educational Development, 41, 283–291. https://doi.org/10.1016/j.ijedudev.2014.06.008

Mutch, C. (2015). “Quiet heroes”: Teachers and the Canterbury earthquakes. Australasian Journal of Disaster and Trauma Studies, 19(2), 77-86.

Mutch, C., Yates, S., & Hu, C. (2015). Gently, gently: Undertaking participatory research with schools post-disaster. Gateways: International Journal of Community Research and Engagement, 8(1), 79-99.

Tatebe, J., & Mutch, C. (2015). Perspectives on education, children and young people in disaster risk reduction. International Journal of Disaster Risk Reduction, 14, 108–114. https://doi.org/10.1016/j.ijdrr.2015.06.011

Mutch, C. (2014). The role of schools in disaster preparedness, response and recovery: What can we learn from the literature? Pastoral Care in Education, 32(1), 5–22. https://doi.org/10.1080/02643944.2014.880123

Mutch, C., & Gawith, E. (2014). The New Zealand earthquakes and the role of schools in engaging children in emotional processing of disaster experiences. Pastoral Care in Education, 32(1), 54–67. https://doi.org/10.1080/02643944.2013.857363

Gibbs, L., Mutch, C., O’Connor, P., & MacDougall, C. (2013). Research with, by, for and about children: Lessons from disaster contexts. Global Studies of Childhood, 3(2), 129–141. https://doi.org/10.2304/gsch.2013.3.2.129

Mutch, C. (2013). Citizenship in Action: Young People in the Aftermath of the 2010-2011 New Zealand Earthquakes. Sisyphus: Journal of Education, 1(2), 76-99.

Mutch, C. (2013). “Sailing through a river of emotions”: Capturing children’s earthquake stories. Disaster Prevention and Management, 22(5), 445-455.

Mutch, C. & Marlowe, J. (2013). Lessons from disaster: The power and place of story. Disaster Prevention and Management, 22(5), 385-394.