de Castell, S. & Jenson, J. (2007) “Digital games for education: When meanings play. Intermedialities No. 9, Spring, pp. 113-132
de Castell, S. & Jenson, J. (2007) ) “No place like home” revised and reprinted in Mollie Blackburn and Carolyn Clark (Eds.) pp. 132-154 Literacy research for political action and social change, Peter Lang Press
de Castell, S. & Jenson, J. (2006) “No place like home: Sexuality, community and Identity among street-involved “queer and questioning” youth. McGill Journal of Education, Vol. 41, No. 3 pp.226-247.
de Castell, S. and Jenson, J. (2006) “Education, Gaming and Serious Play: New Attentional Economies”. pp. 999-1018 in Joel Weiss, Jason Nolan and Peter Trifonas (eds) International Handbook on Virtual Learning Environments. Kluwer Academic Press.
de Castell, S. & Jenson, J. (2005) Seeing things: Queer streets, mobile homes and moving targets. Penn GSE Perspectives on Urban Education. http://www.urbanedjournal.org/commentaries/comment0010.htm
de Castell, S. & Jenson, J. (in press) Educational Games Studies: Ordering the field Orbit (OISE/UT Press).
de Castell, S. & Jenson, J. (in press).Youth, homeless , in Sears, J.T (Ed.) Sexualities, Education and Youth: An Encyclopedia. Westport: Greenwood Press
de Castell, S. and Jenson, J. (in press) “Education, Gaming and Serious Play: New Attentional Economies”. Joel Weiss, Jason Nolan and Peter Trifonas (eds) International Handbook on Virtual Learning Environments. Kluwer Academic Press.
de Castell, S. & Jenson, J. (2004). Paying attention to attention: New economies for learning. Educational Theory, 54, 4, p. 381-97.
Jenson, J. and de Castell, S. (2004) “Fair play: Gender, digital gaming and educational disadvantage” pp. 227-234 in K.Morgan, C.A. Brebbia, J. Sanchez and A. Voiskounsky (eds.) Human Perspectives in the internet society: Culture, psychology and gender WIT Press: Southampton, Boston
de Castell, S. (2004). Introduction: Private Places in Public Spaces. E. Meiners and F. Ibanez-Carrasco (Eds.) Public Acts: Disruptive Readings on Curriculum and Research (pp. 135-58). New York: Routledge
Jenson, J. & de Castell, S. (2004). “Turn It In”: Technological Challenges to Academic Ethics. Education, Communication and Information, 4, 2/3: 245-67.
de Castell, S. (2004) “No Speech is Free” in Megan Boler, (ed) Troubling Speech, Disturbing Silences, New York: Peter Lang.
de Castell, S. and Jenson, J. (2003) Serious Play. Journal of Curriculum Studies.Vol. 35 No.6: 649-665
de Castell, S. and Jenson, J. (2003) Curriculum for a Post-Talk Era: Re-Tooling the Learning Game. Journal of the Canadian Association for Curriculum Studies Vol. 1 No. 1: 41-57
Jenson, J., de Castell, S., and Bryson, M. (2003) “Girl Talk: Discourses of Gender, Equity and Identity in School Based Computer Culture Women’s Studies International Forum. Vol. 26 No. 6 pp.561-73
Faber, S., de Castell, S. and Bryson, M. (2003) “Renal Failure: A Sociocultural Investigation of an Illness”. Mind, Culture and Activity. Vol. 10. No. 2: 143-167
Bryson, M., Petrina, S., Braundy, M. and de Castell, S. (2003) “Conditions for
Success?: Sex-Disaggregated Analysis of Participation and Performance Indicators in Technology-Intensive Courses in British Columbia Secondary Schools” Canadian Journal of Science, Mathematics and Technology Education Vol. 1, No. 1.:43-52
de Castell, S., Bryson, M. & Jenson, J. (2002) Object lessons: Towards an educational theory of technologyFirst Monday Vol. 7 No 1 (http://firstmonday.org/issues/issue7_1/castell/index.html)
de Castell, S., Bryson, M. & Jenson, J. (2002). Object lessons: Critical visions in
educational technology. In B. Barrell (Ed). Technology, Teaching and Learning: Issues in the Integration of Technology.pp. 113-128 Calgary: Detselig.
de Castell, S. and Jenson, J. (2002) No Place Like Home: The Pridehouse Research Project Final Report. 218 pages, Human Resources Development Canada www.sfu.ca/pridehouse (Research report)
Thompson, S., de Castell, S, and Bryson, M. (2001). “Prospects for identity formation for lesbian, gay, or bisexual persons with developmental disabilities”. International Journal of Disability, 48(1), 53-65
de Castell, S. (2000). “Literacies, technologies, and the future of the library in the ‘information age’’’ Journal of Curriculum Studies, 32(3), 359-376
Bryson, M. & de Castell, S. (1998). ” New technologies, gender and the cultural ecology of primary schooling”. Educational Policy 12, (5), 542-567.
de Castell, S.& Bryson, M. (1998). “Re-Tooling Play: Dystopia, dysphoria and difference”. In J. Cassells and H. Jenkins, (Eds.), From Barbie to Mortal Kombat: Girl games and computers, pp232-261, MIT Press.
Bryson, M. & de Castell, S. (1998). “Review of A Digital Ethnographer’s Journey.” Educational Technology Review, 9, 31-34.
de Castell, S.,& Bryson, (1998) M. “Identity, ethnography and the geopolitics of text.” In J. Ristock and C.Taylor (Eds.), Inside the Academy and Out, Toronto, Univ. of Toronto Press, 97-110.
Bryson, M.& de Castell, S. (1998). “Telling tales out of school: Modernist, critical and postmodern ‘true stories’ about educational computing”. Journal of Educational Computing Research, 10(3), 199-221, and reprinted in Apple, M. & Bromley, H. (Eds.) Education/Technology/Power: Educational computing as social practice, New York: SUNY Press: 65-84.
Bryson, M.,& de Castell, S. (1996) “Learning to make a difference: Gender, new technologies and in/equity. Mind, Culture and Activity, 2 (1), 3-21.
de Castell, S. (1996) “The ‘Greening’ of Literacy Studies: David Barton’s Literacy: An Ecological Approach” Mind, Culture and Activity 4(4) 74-81
de Castell, S. (1996).”On finding one’s place in the text: Literacy as a technology of the self”.The Journal of Curriculum Theorizing Special Issue on Reading and the Politics of Identity (ed. P. Salvio), 12 (4) pp 56-74. (reprinted 1999 in W.Pinar (ed) 20 Years of JCT)
Bryson, M.& de Castell, S. (1995). “Engendering equity”. Educational Theory 43 (4), 341–355.
de Castell, S. (1995) Review of “That’s Funny, you don’t look like a teacher: Interrogating images and identity in popular culture” Journal of Curriculum Studies
de Castell, S.,& Walker, T. (1995). “Identity, metamorphosis and ethnographic research: What kind of a story is Ways With Words?” Anthropology and Education Quarterly, 22(1), March 1991.(Reprinted in F. Schultz (Ed.), Annual Editions: Multiculturalism, Dushkin Publishing.
Bryson, M. & de Castell, S. (1995) “A chip on her shoulder? New technologies, gender and in/equity” Women’s Education 11 (3), 15-24
de Castell, S. & Bryson, M. (1998) From the Ridiculous to the sublime: On finding oneself in educational research. In W. Pinar, (ed.) Queer Theory in Education, Lawrence Erlbaum Associates, Publishers, New Jersey/London. 245-250.
de Castell, S., & Bryson, M.(1997) “Don’t Ask; Don’t Tell.” In W. Pinar (Ed.), Curriculum: Toward New Identities. 233-252 New York: Garland Press,
de Castell, S. (1995.) “Art, culture and representation: Textuality and the designs of theory”. In W. Kohli (Ed.) New Essays in Philosophy of Education (pp. 241-257) New York: Routledge,
Bryson, M., & de Castell, S. (1995) “Sexing the Texts of ‘Educational Technology’.” In J. Gaskell & J. Willinsky (Eds.), Gender In/Forms Curriculum: From Enrichment to Transformation (pp. 21-43). New York: Teachers College Press.
de Castell, S., Haig-Brown, C. & Bryson, M. (1993) “Gender equity/gender treachery” Border/lines (28) 46-55
Bryson, M., & de Castell, S. (1993) “Queer pedagogy: Praxis makes im/perfect” Canadian Journal of Education, (18), 286-306
de Castell, S. (1993) “Against the grain: Narratives of resistance” Editor’s introduction, special issue of the Canadian journal of Education (18)
de Castell, S.(1993) “Media Literacy” Up/Date, 8 (3), 12-19
de Castell, S. & Haig-Brown, C. (1993) Imagining ethnography: A review of Paul Atkinson’s The Ethnographic Imagination.” Anthropology and Education Quarterly, 24 (1), 3-19
de Castell, S., & Bryson, M. (1993) “Review of “The New Literacy”, Historical Studies in Education, 4 (2), 344-349
de Castell, S.(1992) “Literacy, Definitions of…” Entry in The Encyclopedia of Language and Linguistics, R.E. Asher (ed.) Oxford: Pergammon Press
de Castell, S. & Bryson, M. (1991) “En/Gendering equity: Emancipatory programs or repressive “regimes of truth’?” in Henry Alexander (ed.) Philosophy of Education, Yearbook of the Philosophy of Education Society, Normal, Illinois.
de Castell, S. (1990) Playing by the book: The problem of textbook knowledge.” Journal of Educational Thought, 24 (3) 110-114.
de Castell, S. (1990) Teaching the textbook:Teacher/text authority and the problem of interpretation” Linguistics and Education 2 (11) 37-55
de Castell, S. (1990) Literacy as Disempowerment: The role of documentary texts, Philosophy of Education, Yearbook of the Philosophy of Education Society, Normal, Illinois.
de Castell, S. (1990) “Limits to Literacy.” In Norris, J., & Phillips, L. (Eds.), Towards a Literacy Policy in Canada. Calgary: Detselig.
de Castell, S., Cassidy, M., & Manley-Casimir, M. (1990) “Towards a Definition of a Legally Educated Person.” In J. Combs, S. Parkinson and R. Case (Eds.), Ends in View: An Analysis of the Goals of Law Related Education. Vancouver: UBC Centre for Study of Curriculum and Instruction.
de Castell, S. (1989) “On Writing of Theory and Practice.” British Journal of Philosophy of Education, 23(1), 39-50.
de Castell, S. (1988) “Teachers and Texts in Theory and Practice.” Educational Studies, 19(3/4), Fall/Winter:338-350.
Manley-Casimir, M., Cassidy, W., & de Castell, S. (1989) “The Charter of Rights and Freedoms and Legal Literacy.” In McLeod, K. (Ed.), Citizenship and Citizenship Education. Toronto: Canadian Educational Association.
de Castell, S. “Metaphors into Models: The Teacher as Strategist.” (1987) In Holborn, Wideen, & Andrews (Eds.), Becoming a Teacher. Kagan & Woo Ltd.
de Castell, S., & Luke A. (1987) “Literacy Instruction: Technology and Technique”. American Journal of Education, 95(3), 413-440.
Translated into Spanish and reprinted as “La Alfabetizaçón: Technologia y Tecnica in Revista De Educacion: Alfabetizacion Centro de Publicaciones del Ministerio de Educación y Ciëncia (1989).
Luke, A., & de Castell, S. (1985) “Educational ‘Crises’ and the Rhetoric of Reform: The Huxley/Arnold Debate Reconsidered.” Discourse, 4(2), 22-40.
de Castell, S., & Luke, A.(1983) “Defining ‘Literacy’ in North American Schools: Social and Historical Conditions and Consequences.” Journal of Curriculum Studies, l5(10 12), 373-397. (Reprinted in P. H. Taylor, ed., Recent Developments in Curriculum Studies. NFER-Nelson, 1986; in Literacy, Society and Schooling (in a modified version), 1986; in Kintgen, E.R., Kroll, B.M., & Rose, M. (Ed.), Perspectives on Literacy, Southern Illinois University Press, 1988; and, in Literacy: