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Holmes, P., Moskal, M. and Rajab, T. (2023) Participation, understanding, and dialogue: Intercultural learning among students in higher education and refugee youths. In: Holmes, P. and Corbett, J. (eds.) Critical Intercultural Pedagogy for Difficult Times. Routledge: New York, pp. 117-137. ISBN 9781003150756 (doi: 10.4324/9781003150756-7)

Hirsu, L. (2018) 'Where am I? Do you have WiFi?’: vital technologies and precarious living in the Syrian refugee crisis. In: Hesford, W. S., Licona, A. C. and Teston, C. (eds.) Precarious Rhetorics. Series: New directions in rhetoric and materiality. Ohio State University Press. ISBN 9780814254912

Khanolainen, D., Nesterova, Y. and Semenova, E. (2022) Indigenous education in Russia: opportunities for healing and revival of the Mari and Karelian Indigenous groups? Compare: A Journal of Comparative and International Education, 52(5), pp. 768-785. (doi: 10.1080/03057925.2020.1834350)

Lido, C. , Sawyer, A. and De Amicis, L. (2021) Social psychology of identity and stereotyping in the media: the case of refugee media bias. In: Coen, S. and Bull, P.(eds.) The Psychology of Journalism. Oxford University Press, pp. 168-199. ISBN 9780190935856

Maitra, S. and Guo, S. (2019) Theorising decolonisation in the context of lifelong learning and transnational migration: anti-colonial and anti-racist perspectives.International Journal of Lifelong Education, 38(1), pp. 5-19. (doi: 10.1080/02601370.2018.1561533)

Maitra, S. (2017) Crafting ‘enterprising’ workers through career training programs among Canada’s South Asian professional immigrants. Studies in the Education of Adults, 49(2), pp. 196-213. (doi: 10.1080/02660830.2018.1453114)

Maitra, S. (2015) Between conformity and contestation: South Asian immigrant women negotiating soft skill training in Canada. Canadian Journal for the Study of Adult Education, 27(2), pp. 65-78.

Maitra, S. (2015) The making of the ‘precarious’: examining Indian immigrant IT workers in Canada and their transnational networks with body shops in India. Globalisation, Societies and Education, 13(2), pp. 194-209.(doi: 10.1080/14767724.2014.934070)

Maitra, S. (2021) Are we not being entrepreneurial? Exploring the home/work negotiation of South Asian home-based immigrant women entrepreneurs in Canada. In: Nilsson, M., Neunsinger, S., Mazumdar, I. and Barrett, J. (eds.) Home-Based Work and Home-Based Workers (1800-2021). Series: Studies in Global Social History (45). Brill: Leiden, pp. 329-346. ISBN 9789004499614 (doi: 10.1163/9789004499614_021)

Morley, L., Leyton, D. and Hada, Y. (2019) The affective economy of internationalisation: migrant academics in and out of Japanese higher education. Policy Reviews in Higher Education, 3(1), pp. 51-74. (doi: 10.1080/23322969.2018.1564353)

Moskal, M. (2017) International students pathways between open and closed borders: towards a multi-scalar approach to educational mobility and labour market outcomes. International Migration, 55(3), pp. 126-138. (doi: 10.1111/imig.12301)

Moskal, M. and North, A. (2017) Equity in education for/with refugees and migrants—toward a solidarity promoting interculturalism. European Education, 49(2-3), pp. 105-113. (doi: 10.1080/10564934.2017.1343088)

Moskal, M. and North, A. (2017) Rethinking Equity in Education for/ with Refugees and Migrants, European Education Special Issue [Volume Editors]. European Education, 49(2-3),

Moskal, M. and Tyrell, N. (2016) Family migration decision-making, step-migration and separation: children’s experiences in European migrant worker family. Children's Geographies, 14(4), pp. 453-467. (doi: 10.1080/14733285.2015.1116683)

Moskal, M. (2015) ‘When I think home I think family here and there’: translocal and social ideas of home in narratives of migrant children and young people.Geoforum, 58, pp. 143-152. (doi: 10.1016/j.geoforum.2014.11.011

Moskal, M. (2014) Polish migrant youth in Scottish schools: conflicted identity and family capital. Journal of Youth Studies, 17(2), pp. 279-291. (doi: 10.1080/13676261.2013.815705)

Nesterova, Y. (2019) Multiculturalism and multicultural education approaches to Indigenous people’s education in Taiwan. Multicultural Education Review, 11(4), pp. 253-270.(doi: 10.1080/2005615X.2019.1686561)

Nesterova, Y. (2020) Rethinking environmental education with the help of indigenous ways of knowing and traditional ecological knowledge.Journal of Philosophy of Education, 54(4), pp. 1047-1052. (doi: 10.1111/1467-9752.12471)

Nesterova, Y. (2022) Whole-community approach as a way to support Indigenous learners in urban areas in Taiwan. In: Gube, J., Gao, F. and Bhowmik, M. (eds.)Identities, Practices and Education of Evolving Multicultural Families in Asia-Pacific. Series: Evolving families. Routledge, pp. 117-133. ISBN 9781032003337(doi: 10.4324/9781003173724-10)

Nesterova, Y. and Jackson, L. (2022) Introduction to the special issue. Indigenous education in urban settings: critical examinations and meaningful responses.Diaspora, Indigenous, and Minority Education, 16(1), pp. 1-5. (doi: 10.1080/15595692.2021.2008348)

Jackson, L. and Nesterova, Y. (2017) Multicultural Hong Kong: alternative new media representations of ethnic minorities. Multicultural Education Review, 9(2), pp. 93-104. (doi: 10.1080/2005615X.2017.1313021)

Semenova, E., Khanolainen, D. and Nesterova, Y. (2021)Indigenous language education in Russia: current issues and challenges. Journal of Multilingual and Multicultural Development, (doi: 10.1080/01434632.2021.1921782)(Early Online Publication)

Sutherland, M. (2014) Indigenous and western knowledge: uneasy bedfellows in an interdependent world? In: Inman, P. and Robinson, D. (eds.) University engagement and environmental sustainability. Series: Universities and lifelong learning. Manchester University Press: Manchester, UK. ISBN 9780719091629