The most important value of scholarship in education is to create new knowledge, awareness and to facilitate educational progress and changes to promote the public common good. As a scholar in global and international education, Dr. Guo-Brennan is well informed of the systemic social justice issues in knowledge creation, application, and dissemination. Commiting to improving the quality, equality, inclusion, and relevance in education, she strives to advance the accessibility and exchange of global knowledge through active global engagement, cross-disciplinary collaboration, and impactful scholarly services in both virtual and face-to-face environments.
The following publications reflect her recent scholarly endeavours:
Guo-Brennan, L. (2022). Educating for global citizenship and sustainability: From theory to practice. Island Studies Press.
Guo-Brennan, L. & Guo-Brennan (2022). Preparing globally competent professionals and leaders for innovation and sustainability. Hershey, PA: IGI Global Publishing.
Edited Academic Journal
Refereed Journal articles
Guo-Brennan, L. (2022, in prep). Reorienting higher education for global competence education for all: A critical conversation. Journal of International Students.
Guo-Brennan, L. (2023, in prep). Transform higher education for global citizenship: International students' perspectives on virtual global learning. Canadian Journal of Higher Education.
Guo-Brennan, L, Guo-Brennan, M, Huayamave, P. M. (2022, in prep). Global competence education in higher education: Faculty perspectives on challenges and opportunities. International Higher Education.
Guo-Brennan, L, Guo-Brennan, M, Huayamave, P. M. (2022, in prep). Faculty engagement in global competence education in higher education: A transnational perspective. Comparative and International Education.
Guo-Brennan, L. (2021, under review). Transformative global learning in a virtual environment. Journal of Teaching and Learning.
Guo-Brennan, L., Massey, J., & Wilkinson, W. (2021, under review). Empowering international students as global citizens: Promising strategies for critical global learning in the virtual environment. International Journal of Teaching and Learning in Higher Education.
Guo-Brennan, L. & Guo-Brennan, M. (2021). Leading welcoming and inclusive schools for newcomer students: A conceptual framework. Leadership and Policy in Schools, 20 (1), 57-75, DOI: 10.1080/15700763.2020.1838554.
Guo-Brennan, L., VanLeeuwen, C, MacPhee, M. & Guo-Brennan, M. (2020). Community-based learning for international graduate students: Impact and implications. Michigan Journal of Community Service Learning, 26 (2), 39-70. DOI: https://doi.org/10.3998/mjcsloa.3239521.0026.203
VanLeeuwen, C.A., Guo-Brennan, L. & Weeks, L. E. (2020). Understanding the context of community-based learning in Kenya: Sociocultural, diversity and linguistic issues. International Service-Learning and Community Engagement Research (IJRSLCE), 8 (1).
VanLeeuwen, C.A., Weeks, L. E. Guo-Brennan, L. (2019). A critical pedagogy of discomfort in community-based learning: Kenyan students' experiences. Comparative and International Education, 48 (1), Article 4. Available at: https://ir.lib.uwo.ca/cie-eci/vol48/iss1/4
Guo-Brennan, M. & Guo-Brennan, L. (2018). Civic capacity and engagement in building welcoming and inclusive communities for newcomers: Praxis, Recommendations and policy implications. Journal of Community Engagement and Scholarship, 11(2), 32-43.
Guo-Brennan, M. & Guo-Brennan, L. (2018). Building sustainable civic capacity in urban education reform: Actors, perceptions, and recommendations for inclusive public policy. eJournal of Public Affairs, 6(3), 66-95.
VanLeeuwen, C., Weeks, L.E, Guo-Brennan, L. (2017). Indigenous perspectives on community service learning in higher education: An examination of the Kenyan context.
International Service-Learning and Community Engagement Research, 5(1), 129-143. DOI: 10.37333/001c.12966
Vanleeuwen, C. Guo-Brennan, L. & Weeks, L.E. (2017). Conducting hermeneutic research in international settings: Philosophical, practical and ethical considerations. Journal of Applied Hermeneutics, Article 7.
Guo-Brennan, L., Francis, C. & Townsend, E., Guo-Brennan, M. (2016). Multi-stakeholder partnership in teacher education and development: The impact of international teaching on host schools and communities in Kenya. Comparative and International Education, 45(3), article 2. Available at http://ir.lib.uwo.ca/cie-eci/vol45/iss3/2/
Guo, L. (2014). Preparing teachers to educate for 21st-century global citizenship: Envisioning and enacting. Journal of Global Citizenship & Equity Education, 4(1), 1-23.
Guo, L. (2013). Translating global citizenship education into pedagogic actions in classroom settings. Education Review, 3(2), 8-9.
Guo, L. & Wei, W. (2012). Visiting scholars: Facilitators of sustainable international strategic alliances in higher education. Journal of International Business Education, 7, 181-198.
Canadian Journal of Education, 35 (3), 1-3.
Guo, L. (2012). The impact of new national curricular reform on teachers. Comparative and International Education, 41 (2), 87-105.
Guo, L. & O'Sullivan, M. (2012). From Laoshi to partners in learning: Pedagogic conversations across cultures in a global classroom. Canadian Journal of Education, 35 (3), 164-179.
Guo, S., Guo, Y., Beckette, G., Li, Q., & Guo, L. (2012). Changes in Chinese education under globalization and market economy: Emerging issues and debates. Compare A Journal of Comparative and International Education, 43 (2). DOI:10.1080/03057925.2012.721524.
O'Sullivan, M. & Guo, L. (2010). Critical thinking and Chinese international students: An east-west dialogue. Journal of Contemporary Issues in Education. 5(2), 53-73.
Guo, L. & Brook, P. (2003). Fostering the effectiveness of international collaboration in higher education. International Journal of Learning, 9.
Guo-Brennan, L. (2020). Supporting newcomer families and children. In L. Wilson (Ed.), Partnerships: Families and Communities in Early Childhood (7th ed.). Toronto, CA: Nelson Education Limited
Guo-Brennan, L. (2020). Critical online conversations for global educators: Andragogical considerations and assessment strategy. In L. Wilton & C. Brett (Eds.), Handbook of Research on Online Discussion-Based Teaching Methods (pp.128 –144). Hershey, PA: IGI Global.
Guo-Brennan, L. & Guo-Brennan, M. (2019). Global citizenship education and social justice for immigrant students: Implications for administration, leadership, and teaching in schools. In R. Papa (Ed.), Handbook on Promoting Social Justice in Education (pp.2203-2221). Switzerland AG: Springer Nature. DOI: https://doi.org/10.1007/978-3-030-14625-2
Guo-Brennan, L. & Guo-Brennan, M. (2019). Building welcoming and inclusive schools for immigrant and refugee students: Framework and promising praxis. In K. Arar, J.S. Brooks & I, Bogotch, (Eds.), Education, Immigration and Migration: Policy, Leadership, and Praxis for a Changing World (pp. 73-93). Bingley, UK: Emerald Publishing.
Guo-Brennan, L. (2018). Teachers' lived experiences in curriculum reform. In Chou, C.P., Spangler, J., Lu, P. (Eds.). Chinese education models in a global age: Transforming practice into theory (pp. 87-105). Taipei: Psychology Publishing (Chinese version)
Guo-Brennan, L. (2016). Expanding the horizons of curriculum wisdom: Teachers' lived experiences in curriculum change. In Chou, C.P. & Spangler, J. (Eds.). Chinese education models in a global age: Transforming practice into theory (pp. 51-64). Singapore: Springer.