Watt, D. (2011). Juxtaposing sonare and videre midst curricular spaces: Negotiating Muslim, female identities in the discursive spaces of schooling and visual media cultures. Doctoral Thesis. University of Ottawa, Ottawa, ON, Canada.
Watt, D. (in progress). Complicating identities after 9/11: Muslim girls, schooling, and the mass media. Rotterdam, The Netherlands: Sense Publishers.
Refereed Chapters in Books
1. Watt, D. (2016). Toward the internationalization of teacher education for social justice: Interrogating our relation to difference in-between here and there. In S. Sharma & J. Phillion, Internationalizing Teacher Education for Social Justice: Theory, Research, And Practice. Information Age Publishing.
2. Watt, D. (2015). A dissertation / not a dissertation: Working the tensioned spaces of Aokian discourse. In A. Ibrahim, N. Ng-A-Fook & G. Reis (Eds.), Provoking Curriculum Studies: Strong Poetry and the Arts of the Possible.
3. Watt, D. (2014). Framing peace as tensioned engagement. In H. Smits & R. Naqvi (Eds.), Framing peace: Thinking about and enacting curriculum as “radical hope.” New York, NY: Peter Lang.
4. Watt, D. (2012). M/othering midst tensioned spaces: Toward theorizing home schooling as a bodied curriculum. In S. Springgay & D. Freedman (Eds.), Mothering a bodied curriculum: Emplacement, desire, affect. Toronto, ON: University of Toronto Press.
5. Watt, D. (2010). On becoming a qualitative researcher: The value of reflexivity. In G. Szarycz (Ed.), Research Realities in the Social Sciences: Negotiating Fieldwork Dilemmas. Amherst, NY: Cambria Press.
6. Watt, D. (2007). Disrupting mass media as curriculum: Opening to stories of veiling. In S. Springgay & D. Freedman (Eds.), Curriculum and the Cultural Body, 147–161. New York, NY: Peter Lang.
Refereed Journal Articles
1. Watt, D. (Spring, 2016). Muslim female students confront Islamophobia: Negotiating identities in-between family, schooling, and the mass media. Journal of Family Diversity and Education. Special Issue: Multicultural Teacher Education, Family Diversity and Educational Equity.
2. Watt, D. (2013). Auto/ethno/graphic bricolage as embodied inter/culturalism: Dis/locating stories of becoming in encounters with the other. Journal of Curriculum Theorizing. Special Issue: Cultivating the Multicultural Imagination, 28(2), 1–19.
3. Watt, D. (2012). The urgency of visual media literacy in our post-9/11 world: Reading images of Muslim women in the print news media. Journal of Media Literacy Education, 4(1), 32–41
4. Watt, D. (2011). From the streets of Peshawar to the cover of Maclean’s Magazine: Reading images of Muslim women as currere to interrupt gendered Islamophobia. Journal of Curriculum Theorizing, 27(1), 64–86.
5. Watt, D. (2008). Challenging Islamophobia through visual media studies: Inquiring into a photograph of Muslim women on the cover of Canada’s national news magazine. Studies in Media and Information Literacy Education 8(2), 1–14.
6. Watt, D. (2007). On becoming a qualitative researcher: The value of reflexivity. The Qualitative Report, 12(1), 82–101.
1. Watt, D. (2008, Dec. 2). Silent meaning: A cover photo of Muslim women. J-Source: The Canadian Journalism Project. Toronto, Ontario.
2. Watt, D. (2008). Guest Editorial: Demystifying the Scholarly Publishing Process. Canadian Journal for New Scholars in Education 1(1), 1–7.
3. Watt, D. (2005). The role of culture in teaching English as an International Language: Three cases in the Arabic-speaking context. Contact: Journal of TESL Ontario, 31(1), 1–14.
Book Reviews in Refereed Journals
1. Chambers, C., Hasebe-Ludt, E., Leggo, C., & Sinner, A. (Eds.) (2012). A heart of wisdom: Life writing as empathetic inquiry. New York, NY: Peter Lang. In: The Journal of the Canadian Association for Curriculum Studies (Summer 2013).
2. Falah, G. & Nagel, C. (Eds.)(2005). Geographies of Muslim women: Gender, religion, and Space. New York, NY: The Guildford Press. In: the Journal of Intercultural Education. Special issue (Nov. 2007). Contested Imaginaries: Reading Muslim Women and Muslim Women Reading Back.