Selected Publications – Please see CV for full list.


Chong, E.K., Epstein, T., Davies, I., Peck, C. L., Peterson, A., Ross, A., Schmidt, M., Sears, A., & Sonu, D. (2015). Education, globalization and the nation. London, UK: Palgrave MacMillan.

Clark, A. & Peck, C. L. (Eds.) (2019). Contemplating Historical Consciousness: Notes from the Field. New York, NY: Berghahn Books.

Davies, I., Ho, L., Kiwan, Dina, Peck, C. L., Peterson, A, Sant, E., & Waghid, Y. (Eds.) (2018). The Palgrave Handbook of Global Citizenship and Education (658 pp.) Palgrave MacMillan.

Epstein, T. & Peck, C. L. (Eds.) (2018). Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach. New York, NY: Routledge.

Harding, C., & Peck, C. L. (2013). Canada and the World. Oakville, ON: Rubicon Publishing, 32 pp. [Social Studies textbook designed for English Language Learners]

Peck, C. L., & Harding, C. (2013). Active Citizenship. Oakville, ON: Rubicon Publishing, 32 pp. [Social Studies textbook designed for English Language Learners]

Journal Articles

Peck, C. L. (2021). L’empathie historique: Le concept le plus important lors de l’apprentissage de la pensée historique. Enjeux de l’univers social, 17(1), 9-11.

Milligan, A., Gibson, L. & Peck, C .L. (2019). On taking a more encompassing view: A response to den Heyer, Theory & Research in Social Education,47(2), 299-300.

Hamm, L., Peck, C. L., & Sears, A. (2018). “Don’t even think about bringing that to school”: New Brunswick students’ understandings of ethnic diversity. Education, Citizenship and Social Justice. First published online: April 5, 2017. doi: 10.1177/1746197917699219.

Milligan, A., Gibson, L., & Peck, C. L. (2018). Enriching ethical judgements in history education. Theory & Research in Social Education, 46(3), 449-479.

Patrick, M., Gulayets, V. & Peck, C. L. (2017). Embracing religious complexity: A call for teacher professional learning regarding religion in social studies. Canadian Journal of Education/Revue canadienne de l’éducation,40(4), 603-637.

Sears, A., Peck, C. L., & Herriot, L. (2014). “We’re here to teach democracy not practise it.” The missed potential of schools as democratic spaces. One World in Dialogue, 3(1).

Peck, C. L. (2010). “It’s not like [I’m] Chinese and Canadian. I am in between”: Ethnicity and students’ conceptions of historical significance. Theory & Research in Social Education, 38(4), 574-617. 

Peck, C. L. (2009). Peering through a kaleidoscope: Identity, historical understanding and citizenship in Canada. Citizenship Teaching and Learning, 5 (2), 1-15.

Peck, C. L., Sears, A., & Donaldson, S. (2008). Unreached and Unreasonable: Curriculum Standards and Children’s Understanding of Ethnic Diversity in Canada. Curriculum Inquiry, 38 (1), 63-92.

Peck, C. L., & Seixas, P. (2008). Benchmarks of Historical Thinking: First Steps. Canadian Journal of Education, 31 (4), 1015 – 1038.

Peck, C. L., & Sears, A. (2005). Uncharted Territory: Mapping Students’ Conceptions of Ethnic Diversity. Canadian Ethnic Studies, 37 (1), 101-120.

Book Chapters

Peck, C. L. (2020). What’s next? In B. Bradford (Ed.), The doctoral journey. Rotterdam: Brill | Sense Publishers.

Gibson, L. & Peck, C. L. (2020). More than a methods course: Teaching elementary pre-service teachers to think historically. In C. Berg & T. Christou (Eds.), The Palgrave handbook of history and social studies education. London, UK: PalgraveMacMillan.

Peck, C. L. (2019). Researching identity and historical consciousness. In A. Clark & C. L. Peck (Eds.), Contemplating Historical Consciousness: Notes from the Field. New York, NY: Berghahn Books.

Peck, C. L. (2018). National, Ethnic, and Indigenous Identities and Perspectives in History Education. In S. A. Metzger & L. McArthur Harris (Eds.), Wiley International Handbook of History Teaching and Learning, Hoboken, NJ: Wiley-Blackwell.

Peck, C. L. & Pashby, K. (2017). Global citizenship education in North America. In I. Davies, L. Ho, D. Kiwan, C. L. Peck, A. Peterson, E. Sant & Y. Waghid (Eds.), The Palgrave Handbook of Global Citizenship and Education (Chapter 4). London, UK: Palgrave MacMillan.

Joshee, R., Peck, C. L., Thompson, L. A., Chareka, O., & Sears, A. (2016). Multicultural education, diversity, and citizenship in Canada. In J. Lo Bianco & A. Bal (Eds.), Learning from Difference: Comparative Accounts of Multicultural Education (pp. 35-50). Switzerland: Springer.

Peck, C. L. & Herriot, L. (2015). Teachers’ beliefs about social studies. In H. Fives & M. Gill (Eds.), International Handbook of Research on Teachers’ Beliefs (pp. 387-402). New York: Routledge.

Peck, C. L. (2015). Elementary Social Studies instruction and student diversity. In J. Andrews & J. Lupart (Eds.), Understanding and Addressing Student Diversity, 1st Edition (pp. 423-459). Toronto: Nelson Education.

Peck, C. L. (2014). Esquisser le portrait de la recherche en didactique des sciences humaines au primaire au Canada: Où sommes-nous allés et vers quoi nous dirigeons-nous? [Sketching the portrait of elementary social studies education research in Canada: Where have we been and where are we going?] In M.-C. Larouche & A. Araujo-Oliveira (Eds.), Les Sciences Humaines À L’école Primaire Québécoise, Regards Croisés Sur Un Domaine De Recherche Et D’intervention [Elementary Social Studies in Quebec: Framing a Field of Research and Interventions] (pp. 265-276). Québec: Presses de l’Université du Québec.

Peck, C. L. (2014). Can teacher education programs learn something from teacher professional development initiatives? In R. W. Sandwell & A. von Heyking (Eds.), Becoming a History Teacher in Canada. Toronto, ON: University of Toronto Press.

Peck, C. L., Poyntz, S., & Seixas, P. (2011). “Agency” in students’ narratives of Canadian history. In D. Shemilt & L. Perikleous (Eds.), The future of the past: Why history education matters (pp. 253-280). Nicosia, Cyprus: Association for Historical Dialogue and Research.

Seixas, P., & Peck, C. (2004). Teaching historical thinking. In A. Sears & I. Wright (Eds.), Challenges and Prospects for Canadian Social Studies (pp. 109-117). Vancouver: Pacific Educational Press.

Practitioner-Oriented Publications

Peck, C. L. (in press). Teaching about and for ethnocultural diversity. In P. Clark & R. Case (Eds.), Learning to inquire in social studies: The anthology for Secondary Teachers. Vancouver, BC: TC2.

Peck, C. L. (2021). Identity. In P. Clark & R. Case (Eds.), Learning to inquire in social studies: An anthology for elementary teachers (pp. 86-91). Vancouver, BC: TC2.

Gibson, L., & Peck, C. L. (2018). The place of history in the Alberta social studies curriculum. In London, ON:

Peck, C. L. (2014, Winter). Hope for Canadian Multiculturalism: Students are becoming more knowledgeable and accepting of diversity and accommodation. Too bad the Marois government wants Quebec to take a step backward. Education Canada, 54 (1), 12-14. Available at:

Peck, C. L. (2013). What’s in your top ten? Ethnic identity and significance in Canadian history. [Reprinted with permission from Canadian Issues/Thèmes Canadiens, Winter 2010]. Rapport, 35(2), 8-12. Available at:

Peck, C. L. (2011, Summer). What you don’t know can hurt me: Diversity, accommodation and citizenship education in Canada. Education Canada (web exclusive), 51 (3), (2527 words). Available at:

Peck, C. L. (2010). Doing history at Fox Creek School. One World: The Journal of the Alberta Teachers Association Social Studies Council, 4-8. Summary of article published on The History Education Network/Histoire et Éducation en Réseau website (