Kerr, J. (2024). Well-being and well-becoming in inner-city schools: Supporting students’ wholistic flourishing in inner-city communities (pp. 159-177). In T. Falkenberg (Ed.) Contextualizing Well-Being and Well-Becoming in Schools. University of Toronto Press.

Kerr, J., & Amsler, S. (2022). Challenging complacency in K-12 climate change education in Canada: Decolonial and Indigenous perspectives for designing curricula beyond sustainable development. In A. J. Farrell, C. L. Skyhar, & M. Lam (Eds.), Teaching in the Anthropocene: Education in the Face of Environmental Crisis (pp. 162-176). Canadian Scholars’ Press.

Kerr, J., Malcolm, M., & Swan, K. (2022). Navigating colonial space: A case study of an Indigenous student-led decolonial movement in Canadian higher education. Journal of Higher Education Theory and Practice, 22(16), 217-231. https://doi.org/10.33423/jhetp.v22i16.5615

Kerr, J. & Parent, A. (2022). Contemporary colonialism and reconciliation in higher education: A decolonial response through relationality. In A. Kempf & S. Styres (Eds.) Troubling truth and reconciliation in Canadian education: Critical perspectives (pp. 281-294). University of Alberta Press.

Kerr, J. & Ferguson, K. A. (2021). Engaging ethical relationality and Indigenous storywork principles in research methodology: Addressing settler-colonial divides in inner-city educational research. Qualitative Inquiry, 27(6), 706-715. https://doi.org/10.1177/1077800420971864.

Kerr, J. & Ferguson, K. A. (2021). Crossing borders in initial teacher education: Supporting translations in the inner-city practicum. Education, Language and Sociology Research 2(3),16-38. https://doi.org/10.22158/elsr.v2n3p16

Kerr, J. (2020). Ethics, relationality and global citizenship education: Decolonial gestures within complicity (pp.176-189). In Kornelsen, L.G. Balzer & K. Magro (Eds.) Teaching global citizenship: Challenges and opportunities in the 21^st Century. Canadian Scholars’ Press.

Kerr, J. (2020). Unsetting Gadamerian hermeneutic Inquiry: Engaging the colonial difference. Qualitative Inquiry, 26(5), 544-550. https://doi.org/10.1177/1077800419829785

Kerr, J. & Andreotti, V. (2020). Mapping research in teacher education on diversities and inequalities: Opening possibilities through social cartography. Journal of Contemporary Issues in Education,15(2), 69-84. https://doi.org/10.20355/cjie29423

Amsler, S., Kerr, J., & Andreotti, V. (2020). Interculturality in teacher education in times of unprecedented global challenges. Education and Society, 38(1), 13-37. https://doi.org/10.7459/es/38.1.02

Kerr, J. (2019). Indigenous education in higher education in Canada: Settler re-education through new materialist theory. In Taylor, C.A. & A. Bayley (Eds.) Posthumanism in higher education: Reimagining pedagogy, practice and research (pp. 313-328). Palgrave MacMillan.

Kerr, J. & Andreotti, V. (2019). Crossing borders in initial teacher education: Mapping dispositions to diversity and inequity. Race Ethnicity and Education, 22(5), 647-665. https://doi.org/10.1080/13613324.2017.1395326. Online 2017.

Kerr, J. (2018). Challenging technocratic logics in teacher education: Seeking guidance from Indigenous and Aristotelian traditions. Research in Education, 100(1), 83-96. https://doi.org/10.1177/0034523718762169

Kerr, J. & Parent, A. (2018). The First Peoples Principles of Learning in teacher education: Responding to the Truth and Reconciliation Commission’s Calls to Action. Canadian Journal of Native Education, 40(1), 36-53. https://doi.org/10.14288/cjne.v40i1

Kerr, J. & Andreotti, V. (2018). Recognizing more-than-human relations in social justice research: Gesturing towards decolonial possibilities. Issues in Teacher Education, 27(2), 53-67.

Kerr, J. (2016). Exploring theoretical frameworks of ‘Problem Based Learning’ through Aoki’s curriculum-as-plan and curriculum-as-lived (pp.11-22). In M. Filipenko and J. Naslund (Eds.) Problem Based Learning in teacher education. Springer.

Kerr, J. & Parent, A. (2015). Being taught by Raven: A story of knowledges in teacher education. Canadian Journal of Native Education. 2015 Special edition on Teacher Education, 38, 62-79. https://doi.org/10.14288/cjne.v38i1

Kerr, J. (2014). Western epistemic dominance and colonial structures: Considerations for thought and practice in programs of teacher education. Decolonization: Indigeneity, Education & Society, 3(2), 83-104.

Kerr, J. (2012). Promoting dialogue on teacher professionalism: Opening possibilities through Gadamer's aesthetic judgment and play metaphor. In C. Ruitenberg (Ed.), Philosophy of Education 2012. Philosophy of Education Society.

Kerr, J. (2011). Habituation: A method for cultivating starting points in the ethical life. Journal of Philosophy of Education, 45(4), 643-655. https://doi.org/10.1111/j.1467-9752.2011.00826.x

Vokey, D. & Kerr, J. (2011). Intuition and professional wisdom: Can we teach moral discernment? In L. Bondi, D. Carr, C. Clark & C. Clegg (Eds.) Towards professional wisdom: Practical deliberation in the 'people professions' (pp.63-80). Ashgate.