Smith, Bryan (2024) Curriculum as invader: Normalising white place in the Australian curriculum. The Curriculum Journal, 35 (1). pp. 108-124.

Smith, Bryan (2024) Placial Villains: Naming, Memorial Geographies of Invasion, and the Work of Social Studies. In: van Kessel, Cathryn, and Edmondson, Kimberly, (eds.) Teaching Villainification in Social Studies: Pedagogies to Deepen Understandings of Social Evils. Teachers College Press, New York, NY, USA, pp. 181-195.

Smith, Bryan (2024) Walking the stories of colonial ghosts: A method of/against the geographically mundane. Journal of Curriculum and Pedagogy, 21 (1). pp. 84-108.

Smith, Bryan, and Neoh, Jia Ying (2023) Framing the global: Assessing the purpose of global citizenship education in primary geography. Citizenship Teaching & Learning, 18 (3). pp. 313-329.

Smith, Bryan (2022) Effecting anti-racism in citizenship: challenges, possibilities, and a necessary re-consideration. The Social Educator, 40 (1). pp. 3-15.

Smith, Bryan (2022) The certainty of nationalism in uncertain times: disrupting the national givens of citizenship education. In: Riddle, Stewart, Heffernan, Amanda, and Bright, David, (eds.) New Perspectives on Education for Democracy: creative responses to local and global challenges. Oxford University Press, Abingdon, UK, pp. 167-179.

Thumlert, Kurt, Smith, Bryan, Hébert, Cristyne, and Tomin, Brittany (2020) Space is the place: pre-service teachers re/map cartographic landscape. Digital Culture & Education, 12 (1). pp. 52-71.

Gertz, Janine, Maguire, Emma, Petray, Theresa, and Smith, Bryan (2020) Violence. M/C Journal, 23 (2).

Smith, Bryan (2020) A curriculum of migrant home: settler geographies, land and colonial place-making. Cultural and Pedagogical Inquiry, 12 (2). pp. 42-53.

Smith, Bryan (2020) The disciplined winds blow in from the West: the forgotten epistemic inheritance of historical thinking. Historical Encounters, 7 (3). pp. 21-32.

Smith, Bryan (2019) Doing social studies towards decolonisation: the necessary de-centring of history. The Social Educator, 37 (1). pp. 3-13.

Smith, Bryan (2019) Embracing “the wrong path”: place-naming and the work yet to do. Professional Educator, 20 (1). pp. 22-23.

Smith, Bryan (2018) Engaging geography at every street corner: using place-names as critical heuristic in social studies. The Social Studies, 109 (2). pp. 112-124.

Smith, Bryan, Ng-A-Fook, Nicholas, Radford, Linda, and Pratt, Sarah Smitherman (2018) Hacking Education in a Digital Age: teacher education, curriculum and literacies. Contemporary Perspectives in Philosophy and Technology . Information Age Publishing, Chalotte, NC, USA.

Smith, Bryan, Ng-A-Fook, Nicholas, Radford, Linda, and Smitherman Pratt, Sarah (2018) Hacking education in the 21st century. In: Smith, Bryan, Ng-A-Fook, Nicholas, Radford, Linda, and Smitherman Pratt, Sarah, (eds.) Hacking Education in a Digital Age: teacher education, curriculum, and literacies. Contemporary Perspectives in Philosophy and Technology, Chalotte, NC, USA, ix-xxiv.

Smith, Bryan (2017) Cartographies of colonial commemoration: critical toponymy and historical geographies in Toronto. Journal of the Canadian Association for Curriculum Studies, 15 (2). pp. 34-47.

Ng-A-Fook, Nicholas, and Smith, Bryan (2017) Doing oral history education toward reconciliation. In: Llewellyn, Kristina R., and Ng-A-Fook, Nicholas, (eds.) Oral History and Education: theories, dilemmas, and practices. Palgrave Studies in Oral History . Palgrave Macmillan, New York, NY, USA, pp. 65-86.

Smith, Bryan (2017) Methodologically historicizing social studies education: curricular filtering and historical thinking as social studies thinking. Canadian Journal of Education, 40 (2).

Smith, Bryan (2017) Reconsidering the summer residence: the city-text, historical commemoration and banal settler geography. Canadian Social Studies, 49 (1). pp. 24-29.

Smith, Bryan (2017) Unwieldy social studies and traces of historical thinking: a response to Gibson and Case. Canadian Journal of Education, 40 (2). 3211.

Smith, Bryan (2016) Mobile applications and decolonization: cautionary notes about the curriculum of code. Journal of Curriculum and Pedagogy, 13 (2). pp. 144-163.

Smith, Bryan (2016) Provoking digital common sense: Reddit, racialized language and the final vocabulary of race. In: Ng-A-Fook, Nicholas, Ibrahim, Awad, and Reis, Giuliano, (eds.) Provoking Curriculum Studies: Strong Poetry and the Arts of the Possible. Studies in Curriculum Theory Series . Routledge, New York, NY, USA, pp. 104-115.

Smith, Bryan, and Rogers, Pamela (2015) Towards a theory of decolonizing citizenship. Citizenship Education Research Journal, 5. 11. pp. 59-71.

Smith, Bryan (2014) Confronting race and colonialism: experiences and lessons learned from teaching social studies. In Education, 20 (1). pp. 25-39.

Smith, Bryan, Ng-A-Fook, Nicholas, and Corrigan, Julie (2014) Mobile(izing) educational research: historical literacy, m-learning, and technopolitics. McGill Journal of Education, 49 (3). 9085. pp. 583-602.

Smith, Bryan (2014) Teaching a "Social Studies without Guarantees": disrupting essentialism, ameliorating exclusions and planting the seeds. Critical Literacy: theories and practices, 8 (1). pp. 64-79.

Smith, Bryan (2013) Currere and critical pedagogy: thinking critically about self-reflective methods. Transnational Curriculum Inquiry, 10 (2). pp. 3-16.

Corrigan, Julie A., Ng-A-Fook, Nicholas, Lévesque, Stéphane, and Smith, Bryan (2013) Looking to the future to understand the past: a survey of pre-service history teachers' experiences with digital technology and content knowledge. Nordic Journal of Digital Literacy, 8 (1-2). 4. pp. 49-73.

Smith, Bryan, Ng-A-Fook, Nicholas, Berru, Sara, and Spence, Kevin (2011) Deconstructing a curriculum of dominance: teacher education, colonial frontier logics, and residential schooling. Transnational Curriculum Inquiry, 8 (2). pp. 53-70.