Díaz-Díaz, C. (Forthcoming). Antiracist and anticolonial approaches. In Encyclopedia of Social Justice in Education. Bloomsbury.

Ahenakew, C., Stein, S., Andreotti, V., Ninawa Inu Huni Kui, Taylor, L., Prince, S., Ramesh, J., Williams, C., Susa, R., Vukovic, R., & Díaz-Díaz, C. (2025). Decolonizing mental health in the polycrisis: Pathways toward neuro-decolonization. American Psychologist.

Díaz-Díaz, C., & Royo, M. (2025). Feminist imagination in times of ecological precarity: Women water protectors and ecofeminist pedagogies. Canadian Journal for the Study of Adult Education.

Díaz-Díaz, C., Spyrou, S., Wilkinson, C., & Yong-Ae Wienand, C. (Forthcoming, December 2025). Working with difference in childhood research: A conversation between Spyros Spyrou, Claudia Díaz-Díaz, and Catherine Wilkinson. In C. Machold & R. Bak (Eds.), Order(s) of difference in childhood and education: Institutionalization, subjectivities, implications. Palgrave Macmillan.

Díaz-Díaz, C., Harris, D., & Harris, T. (2024). The weaving is us: Decolonizing the tools for feminist futures. International Journal of Talent Development and Creativity, 12(1), 103–110. Retrieved from https://files.eric.ed.gov/fulltext/EJ1436876.pdf

Díaz-Díaz, C., & Willows, J. (2024). Grappling with wicked problems: Teacher professionalism and pedagogical mappings for reparative futures. Journal of Critical Studies in Education. https://doi.org/10.1080/17508487.2024.2386990

Díaz-Díaz, C. (2022). The self-regulated child: Early childhood pedagogies in neoliberal times. Journal of Global Studies of Childhood, 13(4), 310–321. https://doi.org/10.1177/20436106221117563

Díaz-Díaz, C. (2022). (In)visible encounters with Indigeneity: A way towards decolonizing pedagogies in early childhood education. Children’s Geographies, 20(5), 563–575. https://doi.org/10.1080/14733285.2021.1934402

Tesar, M., Guerrero, M. R., Anttila, E., Newberry, J., Hellman, A., Wall, J., Santiago-Saamong, C. R., Bodén, L., Yu, H., Nanakida, A., Díaz-Díaz, C., Xu, Y., Trnka, S., Pacini-Ketchabaw, V., Nxumalo, F., Millei, Z., Malone, K., & Arndt, S. (2021). Infantographies. Educational Philosophy and Theory, 1–19. https://doi.org/10.1080/00131857.2021.2009341

Díaz-Díaz, C., Semenec, P., & Moss, P. (2019). Opening debates and contestation: OECD’s International Early Learning Study and the testing of children’s learning outcomes. Policy Futures in Education, 17, 1–10. https://doi.org/10.1177/1478210318823464

Díaz-Díaz, C. (2017). Going back and beyond: Children’s learning through places. Environmental Education Research, 23(10), 1440–1447. https://doi.org/10.1080/13504622.2017.1326019

Díaz-Díaz, C. (2016). Can you tell me that story again? The need for a counter story of the teacher–child relationship. Journal of Childhoods and Pedagogies, 1, 1–16.

Díaz-Díaz, C., & Gleason, M. (2016). The land is my school: Children, history, and the environment in the Canadian province of BC. Childhood, 23(2), 272–285. https://doi.org/10.1177/0907568215603778

Díaz-Díaz, C., & Guzmán, K. (2006). Jóvenes infractores de la ley penal: La delgada línea entre la opción personal y el devenir de los hechos [Youth in conflict with the law: The line between personal choice and fate]. Revista de Psicología de la Universidad de Valparaíso, 3, 81–92.