Cloutier, G., & Hart, Laurel. (2017). Editorial. Canadian Art Teacher, 15(2), 4-5. (excerpt below).
Cloutier, G. (2016). An a/r/tographic inquiry of a silenced First Nation ancestry, hauntology, g(hosts) and art(works): An exhibition catalogue. International Journal of Education & the Arts, 17(30). (excerpt below).
Morawski, C., & Cloutier, G. (2016). Memories, Crossings, and Station Stops: Displaced Pasts Into Present Teaching of Language and Art. Journal of the Canadian Association for Curriculum Studies, 15(1), 55-74. (excerpt below).
Cloutier, G., Ibrahim, A., & Pratt, D. (2016). Subversive identities at the art museum: an ESL student’s experiences at the National Gallery of Canada. Canadian Review of Art Education: Research and Issues, 43(1), 70-75. (excerpt below).
Cloutier, G. (2016). Moving from art school to the academy as an a/r/tographic spatiality: Decentralizing the box, In A. Shields & M. Emme (Eds.), Emergent Art Education: Next Directions in Canadian Research (pp. 17-26). [iBook Version], Retrieved from https://itunes.apple.com/us/book/emergent-art-education. (excerpt below).
Cloutier, G. (2015). Working through a Silenced First Nation ancestry with a/r/tography: presence, absence, and movement. Canadian Art Teacher, 13(2), 22-26. (excerpt below).
Cloutier, G. (2013). Art party rhizome, social practices… With legs on top. Canadian Art Teacher, 12(1), 12-15. (excerpt below).