Pluim, G. (2024). Teaching for body, mind, and soul: Dimensions, pedagogies, and opportunities for a holistic global citizenship education. PROSPECTS 1-16. doi.org/10.1007/s11125-023-09672-7

Pluim, G. (2024). Teacher candidate well-being in the Lakehead University faculty of education, Orillia. The Journal of Applied Self-Regulation, 1(1). jasr.lakeheadu.ca/article/view/1866

Pluim, G., Nazir, J., & Wallace, J. (2021). Curriculum integration and the semicentennial of Basil Bernstein’s classification and framing of educational knowledge. Canadian Journal of Science, Mathematics and Technology Education, 20(4). doi.org/10.1007/s42330-021-00135-9

Pluim G. & Snache, K. (2020). Wild Pedagogies: The land as teacher of pre-colonial history, societal relations, and contemporary issues of justice. Pathways: The Ontario Journal of Outdoor Education, 32(4).

Pluim, G. (2017). Citizenship education in a fragile state: NGO programs for democratic development and youth participation in Haiti. Comparative and International Education / Éducation Comparée et Internationale, Special Issue: 50 Years of Comparative and International Education: Looking Back and Envisioning Forward, 46(2), 6. doi.org/10.5206/cie-eci.v46i2.9319

Carr, P. R., Pluim, G., & Thésée, G. (2017). The dimensions of, and connections between, multicultural education and education for democracy: What are the roles and perspectives of future educators?, Citizenship Education Research Journal, 6(1). ojs-o.library.ubc.ca/index.php/CERJ/article/view/239/293

Pluim, G. & Francis, S. (2016). Outdoor, experiential education: Time for the curriculum to “stand alone”? Pathways: The Ontario Journal of Outdoor Education, 28(3).

Carr, P. R., Pluim, G., & Howard, L. (2015). Engagement with the mainstream media and the relationship to political literacy: The influence of hegemonic education on democracy. Critical Education, 6(15). doi.org/10.14288/ce.v6i15.184942

Carr, P. R., Pluim, G., & Howard, L. (2014). Linking global citizenship education and education for democracy through social justice: What can we learn from the perspectives of teacher-education candidates. Journal of Global Citizenship & Equity Education, 4(1).

Carr, P. R., Pluim, G., & Thésée, G. (2014). The role of education for democracy in linking social justice to the “built” environment: The case of post-earthquake Haiti. Policy Futures in Education, 12(7). doi.org/10.2304/pfie.2014.12.7.9

Pluim, G. (2012). Multi-level research on youth participation in the Haitian reconstruction. Research in Comparative and International Education, 7(2), 160-175. doi.org/10.2304/rcie.2012.7.2

Pluim, G. & Jorgenson, S. R. (2012). A reflection on the broader, systemic impacts of youth volunteer abroad programmes: A Canadian perspective. Intercultural Education, 23(1), 25-38. doi.org/10.1080/14675986.2012.664751

Narine, C. & Pluim, G. (2024). Teacher Education Students’ Reflections on Adaptations to Practice Teaching at Lakehead University, Orillia. In Pedagogies of Practicum - Post-Pandemic Reflections on Innovation in Practice Teaching (J. Pattison-Meek & C. Phillips, Eds.) Peter Lang Publishing.

Pluim, G. & Hunter, S. (2022). Changing educational landscapes and the importance of mental wellbeing in teacher education. In P. Danyluk, A. Burns, L. S. Hill & K. Crawford (Eds.). (2022). Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic (pp. 288-301). Canadian Association for Teacher Education/Canadian Society for the Study of Education.

Pluim, G. & Stewart, S. (2021). Toward a Caribbean perspective of global citizenship education: a comparative analysis of education students’ reflexive perspectives of global citizenship. In Blair, E. & K. Williams (Eds.) A Handbook on Caribbean Education (pp. 489-509). Information Age Publishing.

Carr. P. R., Pluim, G. & Howard, L. (2018). Engagement with the mainstream media and the relationship to political literacy: The Influence of hegemonic education on democracy. In P. R. Carr, M. Hoechsmann & G. Thésée (Eds.),Democracy 2.0: Media and Political Literacy and Critical Engagement (pp. 65-81). Sense Publishers. [Chapter reproduced for this volume from Critical Education, 6(15).]

Carr, P. R. & Pluim, G. (2015) Education for democracy, and the specter of neoliberalism jamming the classroom. In M. Abendroth & B. Porfilio (Eds.), Understanding Neoliberal Rule in Higher Education: Educational Fronts for Local and Global Justice (pp. 289-309). Information Age Publishing.

Pluim, G. (2011). Theorizing the NGO through conceptual mapping. In J.C. Weidman II & W.J. Jacob (Eds.), Beyond the Comparative: Advancing Theory and Its Application to Practice (pp. 253-268). Boston: Sense Publishers.