Select Publications

Ormandy, E., Schwab, J., Suiter, S., Green, N., Oakley, J., Osenkowski, C., & Sumner, C. (2022). Animal dissection vs. non-animal teaching methods: A systematic review of pedagogical value. The American Biology Teacher, 84(7), 399-404.

Oakley, J. (2019). 21st century dissection for the 21st century classroom: Instilling curiosity and building a passion for animal-free science (Report). University of Windsor: Canadian Centre for Alternatives to Animal Methods.

Oakley, J. (2018). What can an animal liberation perspective contribute to environmental education? In T. Lloro-Bidart and V. Banschbach (Eds.), Animals in Environmental Education: Interdisciplinary Approaches to Curriculum and Pedagogy. UK: Palgrave MacMillan. Link

Oakley, J., Potter, S., & Socha, T. (2018). Mirrored tensions: A mother-daughter introspection on gendered experiences in outdoor recreation. In D. Mitten & T. Gray (Eds.), Nourishing Terrains: Women's Contributions to Outdoor Environmental Learning. UK: Palgrave MacMillan. Link

Suiter, S., Oakley, J., & Goodman, J. (2016). Prevalence of student dissection choice policies in United States schools. The American Biology Teacher, 78(7), 560-567. Link

Russell, C., & Oakley, J. (2016). Engaging the emotional dimensions of environmental education (Editorial). Canadian Journal of Environmental Education, 20, 5-11. Link

Oakley, J., & Russell, C. (2015). Nourishing ourselves with/in environmental education (Editorial). Canadian Journal of Environmental Education, 20, 5-11. Link

Korteweg, L., & Oakley, J. (2014). Eco-heroes out of place and relations: Decolonizing the narratives of Into the Wild and Grizzly Man through land education. In K. McCoy, E. Tuck, & M. McKenzie (Eds.), Land education: Rethinking pedagogies of place from indigenous, postcolonial and decolonizing perspectives. London: Routledge. Link

Cameron, E., Oakley, J., Walton, G., Russell, C., Chambers, L., & Socha, T. (2014). Moving beyond the Injustices of the schooled healthy body. International Handbook of Social (In)Justices and Educational Leadership (pp. 687-704). New York: Springer. Link

Oakley, J. (2013). ‘I didn’t feel right about animal dissection’: Student objectors share their science class experiences. Society and Animals: Journal of Human-Animal Studies, 21, 360-378. Link

Oakley, J. (2013). Animal dissection in schools: Life lessons, alternatives, and humane education (Policy Paper). Animals & Society Institute. Link

Oakley, J. (2012). Science teachers and the dissection debate: Perspectives on animal dissection and alternatives. International Journal of Environmental and Science Education7(2), 253-267. Link

Oakley, J. (2012). Dissection and choice in the science classroom: Student experiences, teacher responses, and a critical analysis of the right to refuse. Journal of Teaching and Learning, 15-29. Link

Oakley, J. (2009). Under the knife: Animal dissection as a contested school science activity. Journal for Activist Science & Technology Education, 1(2), 59-67. Link