Journals

  1. Paniago, M. C. L., Moura, G., de Oliveira Jayme, B., & Devecchi, C. (2024). (Des)profissionalização ou inovação no trabalho docente? : Perspectivas sobre culturas digitais na pós-graduação Stricto Sensu em tempos de pandemia. Educação E Fronteiras, 14(esp.1), e024011. https://doi.org/10.30612/eduf.v14iesp.1.19689
  2. Sanford, K., de Oliveira Jayme, B., & Manning–Lewis, T. (2024–in press). Adult (Multi)Literacies for Global Equity/Social Justice in Challenging Times. Australian Journal of Adult Learning Special Edition on Literacies.
  3. Iwamoto Tosi, R., & de Oliveira Jayme, B. (2023). Hacking the children`s museum: Illuminating middle years studies curriculum in permanent exhibitions. Education and New Developments, 385–389. DOI: https://doi.org/10.36315/2023v1end081
  4. de Oliveira Jayme, B., & Rebeca Heringer. (2022). The arts in individual transformation: Examples from the recycling social movement in São Paulo, Brazil. Engaged Scholar Journal. 8(1), 1–19. https://doi.org/10.15402/esj.v8i2.70757
  5. Openjuru, M., Openjuru, G. L., Sanford, K., de Oliveira Jayme, B., Monk, D. (2022). Learning informally: A case for arts in vocational education and training in Uganda. Engage. 4(1), 7–28. DOI:10.18060/26078
  6. Moore, S., de Oliveira Jayme, B., Black, J. (2021). ‘Disaster Capitalism’, Rampant EdTech Opportunism, and the Advancement of Online Learning in the Era of Critical Education Journal, 12(2),1–24. DOI: https://doi.org/10.14288/ce.v12i2.186587\
  7. Moore, S., de Oliveira Jayme, B., Black, J. (2021). ‘Disaster Capitalism’, Rampant EdTech Opportunism, and the Advancement of Online Learning in the Era of COVID19. Critical Education Journal, 12(2),1–24. DOI: https://doi.org/10.14288/ce.v12i2.186587
  8. Monk, D., de Oliveira Jayme, B., Salvi, E. (2019). The heART of activism: Stories of community engagement. Engaged Scholar Journal: Community–Engaged Research, Teaching, and Learning. 5(2),61–78. DOI: https://doi.org/10.15402/esj.v5i2.68335
  9. de Oliveira Jayme, B. (2016). Recycling stories: Lessons from community arts–based process and exhibition in Brazil. Journal of Adult and Continuing Education, 22(2), 216– 232. DOI: https://doi.org/10.1177/14779714166723
  10. Tremblay, C., & de Oliveira Jayme, B. (2015). Community knowledge co–creating through participatory video. Journal of Action Research, 13(3), 298–314. DOI: https://doi.org/10.1177/1476750315572
  11. Gutberlet, , de Oliveira Jayme B. (2012). A história do meu rosto: Como agentes ambientais percebem a estigmatização (re)produzida pelo discurso. Geografia em Questão 5, 183–200. DOI: https://doi.org/10.48075/geoq.v5i2.5460
  12. de Oliveira Jayme, B. (2012). Art as praxis: Emancipatory approach to environmental The Ontario Journal of Environmental Education, 24, 5, 2012.
  13. Gutberlet, J., & de Oliveira Jayme, B. (2010). “The story of my face.” How environmental stewards perceive stigmatization (re)produced by the media. Sustainability, 2(11), 3339–3353. DOI: https://doi.org/10.3390/su2113339
  14. Clover, D., Sandford, K., & de Oliveira Jayme, B. (2010). Adult education and lifelong learning in arts and cultural institutions: A content analysis. Journal of Adult and Continuing Education, 16 (2), 5–20. DOI: https://doi.org/10.1177/14779714100160020
  15. Lee, Y-J., Ardenghi, , Emad, G., Hsu, P-L., de Oliveira Jayme, B., Kim, M., van Eijck, M., Maheux, J. F., Pozzer-Ardenghi, L., Reis, G. (2010). Celebrating science education from people for people: a tribute to Wolff-Michael Roth. Cultural Studies of Science Education. DOI: 10.1007/s11422-010-9287-1