select publications
ormandy, e., schwab, j., suiter, s., green, n., oakley, j., osenkowski, c., & sumner, c. (2022). animal dissection vs. non-animal teaching methods: a systematic review of pedagogical value. the american biology teacher, 84(7), 399-404.
oakley, j. (2019). 21st century dissection for the 21st century classroom: instilling curiosity and building a passion for animal-free science (report). university of windsor: canadian centre for alternatives to animal methods.
oakley, j. (2018). what can an animal liberation perspective contribute to environmental education? in t. lloro-bidart and v. banschbach (eds.), animals in environmental education: interdisciplinary approaches to curriculum and pedagogy. uk: palgrave macmillan. link
oakley, j., potter, s., & socha, t. (2018). mirrored tensions: a mother-daughter introspection on gendered experiences in outdoor recreation. in d. mitten & t. gray (eds.), nourishing terrains: women's contributions to outdoor environmental learning. uk: palgrave macmillan. link
suiter, s., oakley, j., & goodman, j. (2016). prevalence of student dissection choice policies in united states schools. the american biology teacher, 78(7), 560-567. link
russell, c., & oakley, j. (2016). engaging the emotional dimensions of environmental education (editorial). canadian journal of environmental education, 20, 5-11. link
oakley, j., & russell, c. (2015). nourishing ourselves with/in environmental education (editorial). canadian journal of environmental education, 20, 5-11. link
korteweg, l., & oakley, j. (2014). eco-heroes out of place and relations: decolonizing the narratives of into the wild and grizzly man through land education. in k. mccoy, e. tuck, & m. mckenzie (eds.), land education: rethinking pedagogies of place from indigenous, postcolonial and decolonizing perspectives. london: routledge. link
cameron, e., oakley, j., walton, g., russell, c., chambers, l., & socha, t. (2014). moving beyond the injustices of the schooled healthy body. international handbook of social (in)justices and educational leadership (pp. 687-704). new york: springer. link
oakley, j. (2013). ‘i didn’t feel right about animal dissection’: student objectors share their science class experiences. society and animals: journal of human-animal studies, 21, 360-378. link
oakley, j. (2013). animal dissection in schools: life lessons, alternatives, and humane education (policy paper). animals & society institute. link
oakley, j. (2012). science teachers and the dissection debate: perspectives on animal dissection and alternatives. international journal of environmental and science education, 7(2), 253-267. link
oakley, j. (2012). dissection and choice in the science classroom: student experiences, teacher responses, and a critical analysis of the right to refuse. journal of teaching and learning, 15-29. link
oakley, j. (2009). under the knife: animal dissection as a contested school science activity. journal for activist science & technology education, 1(2), 59-67. link