DR. KATHRYN MOROG
  • Welcoming
  • Arriving and Departing
  • Collaborating
  • Researching
    • Creating
    • Decolonizing Physical Literacy
    • Movement as Artivism:Generating Relational and Sustainable Solidarities with Land and Place
    • Networking
  • Teaching
an emerging research assemblage
​shapeshifting across spaces and places
Picture


​DECOLONIAL & ANTICOLONIAL MOVEMENTS: Cultivating accountability within the lively, material entanglements of physical education and outdoor environmental education.
DIFFRACTIVE METHODOLOGIES: Engaging affect and relational ontologies through postqualitative, posthumanist, and new materialist inquiries that trouble the researcher/researched divide.
MORE-THAN-HUMAN ARTIVISM: Activating social and ecological transformation through creative, trans-species assemblages and material artivism.
MULTIPLICITIES OF IDENTITY: Decentring the human subject to explore teacher and learner subjectivities as messy, fluid, and continuously becoming-with wordly ecologies.
RHIZOMATIC CURRICULAR: Fostering transdisciplinary curricular flows that spill across traditional institutional boundaries and open up alternative ways of knowing, being, thinking, and doing.
WHOLISTIC VITALITY & BODILY BECOMINGS: Reconceptualizing physical literacy~ecological literacy not as an individual skill, but as an emergent, Land-and-Place-based becoming-with that implicates social and ecological wellbeing.

research projects
2026: Faculty of Education, University of Manitoba, Principal Investigator Scholarly Works Fund – Decolonizing climate change education curriculum for social and ecological justice - $1,813 CAD (not used)
2024: Faculty of Education, University of Manitoba, Principal Investigator, Public Engagement Grant, Responsibility to rethink and relearn the meaning of climate crisis and adaptations within and from BIPOC communities in western Canada - $2,000 CAD
2024: Research Manitoba, New Investigator Operating Grant, Principal Investigator, Decolonizing physical literacy - $40,000 CAD.
2024: Faculty of Education, University of Manitoba, Principal Investigator Scholarly Works Fund – Teaching for Socio-ecological Justice $2,000 CAD (not used)
2023: University of Manitoba, Research startup funds, Principal Investigator, Movement as artivism: Generating relational and sustainable solidarity with Land/Place – 25,000 CAD
2022: Saskatchewan Health Research Foundation (SHRF), Co-Principal Investigator, Learning with Land: Sharing Indigenous Ways of Knowing and Being through art - 10,000 CAD
2022: Social Sciences and Humanities Research Council of Canada (SSHRC), Co-Investigator, Learning with Land: Indigenous pedagogy and plants on the prairies - $7,500 CAD
PEER REVIEWED ARTICLES
Carl, J., Barnett, L.M., Jerebine, A. et al. (2026). The Global Physical Literacy Action Framework: Process and Outcomes. Sports Med. https://doi.org/10.1007/s40279-026-02485-6
Morog, K. (2026). The Power of Stories for Social and Ecological Justice: An Assemblage of Narratives from Voices Unbound. Australian Journal of Environmental Education, 42(2), 556-561. doi:10.1017/aee.2026.10165
GloPL Consortium (2026). The Global Physical Literacy Action Framework. Geelong, VIC, Australia: GloPL Consortium.
Morog, K. (2026). Climate Anxiety as Anticolonial Activism. Australian Journal of Environmental Education, 1, 14. doi:10.1017/aee.2025.10123
Byers, C., Koro, M., & Riley, K. (2025). Wonder and the rhythm of becoming (healthy and vital). In A. Dania & A. Ovens (Eds.), Post-qualitative inquiry in sport, health and physical Education. Emerald Publishing.
Riley, K., & Hurlbert, M. (2025). Thinking with the refrain: What is sustained in sustainability?. The Journal of Environmental Education, 1-19. https://doi-org.uml.idm.oclc.org/10.1080/00958964.2025.2567389
Dorantes Moguel, M., Oliparambil, S., & Riley, K. (2025). Zines as artivism: Fostering a pedagogy of vulnerability for socio ∼ emotional ∼ ethical learning in the polycrisis. Journal of Curriculum and Pedagogy. DOI: 10.1080/15505170.2025.2549848
Riley, K., Goode, G., Varga, B. A., Eaton, P. W., Salvador-García, C., & Byers, C. C. (2025). Entangled Ekphrastics: Proliferating Modes of (Post) Qualitative Inquiry Through Liminality and Research-Creation. Reconceptualizing Educational Research Methodology, 16(2)
Carl, J., Riley, K., Peters, J., & White, P. J. (2025). Research at the Nexus Between Physical Education and Environmental Education: A Narrative Integrative Review Through a Physical Literacy Lens. Australian Journal of Environmental Education, 1-19. doi:10.1017/aee.2025.6​​
Riley, K., Melchior, S., & McKinnon-Crowley, S. (2025). Here there be ghosts: Mapping artful inquiry. International Review of Qualitative Research. DOI: 10.1177/19408447251319415​​
Riley, K., & Delgado, L. (2025). Decolonising physical literacy for human and planetary well-being. Australian Journal of Environmental Education, 41(1), 23-38. doi:10.1017/aee.2024.67
Riley, K., Jukes, S., & Rautio, P. (2024). Relational Ontologies and Multispecies Worlds: Transdisciplinary Possibilities for Environmental Education. Australian Journal of Environmental Education, 40(2), 95-107. doi:10.1017/aee.2024.23
Jukes, S., & Riley, K. (2024). Experiments with a dark pedagogy: Learning from/through temporality, climate change, and species extinction (...and ghosts). In K. Riley, S. Jukes, & P. Rautio (Eds.), Relational Ontologies and Multispecies Worlds: Transdisciplinary Possibilities for Environmental Education, Special Issue. Australian Journal of Environmental Education. 1-20. doi:10.1017/aee.2024.12
Acharibasam, J. B., Riley, K., Datta, R., McKenzie, E. D., & Favel, E. V. (2024). Rethinking Water Governance in the Saskatchewan River Delta Through Indigenous Relational Worldviews. Australian Journal of Environmental Education, 40(3), 487-502. doi:10.1017/aee.2024.19
Riley, K., Iakovleva, M., Dueck, E., O’Watch, H., Hurlbert M., Minott, C., Mahani, A., Ahmed, T., & Lynds, M. (2024). Community perceptions of sustainability: (Re)Framing what matters for more just, ethical, and liveable municipalities. Local Environment: The International Journal of Justice and Sustainability. https://doi.org/10.1080/13549839.2024.2306598
Riley, K., Froehlich Chow, A., Wahpepah, K., Houser, N., Brussoni, M., Stevenson, E., Erlandson, M.C., & Humbert, M. L. (2023). A Nature’s Way—Our Way pilot project case assemblage: (Re)Storying child/physical literacy/land relationships for Indigenous preschool-aged children’s wholistic wellness. Children, 10(3), 497. https://doi.org/10.3390/children10030497
Riley, K., Froehlich Chow, A., Wahpepah, K., Humbert, M. L., Brussoni, M., Houser, N., & Erlandson, M. C. (2023). Etuaptmumk (Two-Eyed Seeing) in Nature’s Way-Our Way: braiding physical literacy and risky play through Indigenous games, activities, cultural connections, and traditional teachings. AlterNative: An International Journal of Indigenous Peoples, 19(2), 426-436. https://doi.org/10.1177/11771801231167881
Riley, K. & Proctor, L. (2022). The senses/sensing relationship in physical literacy: Generating a worldly (re)enchantment for physical education. Journal of Sport, Education and Society. https://doi.org/10.1080/13573322.2022.2071860
Riley, K. & Proctor, L. (2021). A physical education/environmental education nexus: Transdisciplinary approaches to curriculum for a ‘Sense of belonging’. Australian Journal of Environmental Education. 1–12. doi: 10.1017/aee.2021.29
Riley, K. & White, P. (2020). ‘Attuning-with’, affect, and assemblages of relations in a transdisciplinary environmental education. Australian Journal of Environmental Education, 1(11). doi: 10.1017/aee.2019.30
Riley, K. (2020). Posthumanist and postcolonial possibilities for outdoor experiential education. Journal of Experiential Education, 43(1), 88-101. https://doi.org/10.1177/1053825919881784
PEER REVIEWED BOOK CHAPTERS
Monroe, M.C., Riley, K., & White, P.J. (2024). Enacting climate education in teacher preparation and professional learning (Chapter 8) In M. Alkış Küçükaydın, H. Ulum, & Ö. Gökhan Ulum (Eds). Climate Change, education, and technology. Routledge.
Riley, K. (2022). Mutually entangled futures in/for environmental education. In K. Riley, J. McVittie, & M. Borges (Eds.), Decolonizing environmental education for different contexts and nations. Peter Lang.
Riley, K. (2021). Postcolonial possibilities for outdoor environmental education. In Thomas, G., Dyment, J., & Prince, H. (Eds.), Outdoor environmental education in higher education: International perspectives. Springer International Publishing AG.
Riley, K. (2018). (Re)Turning to the sacred trails: (Re) storying connections to more-than-human worlds in outdoor education. In D. Mitten & Gray, T. (Eds.), The Palgrave international handbook of women and outdoor learning, 569-582. https://doi.org/10.1007/978-3-319-53550-0_38
PEER REVIIEWED BOOKS
PEER REVIEWED EDITED BOOKS
Picture
Picture
peer reviewed book reviews
Picture
Picture
Picture
277 Education Bldg.
71 Curry Place
Winnipeg, Manitoba
Canada R3T 2NT
​T: 204-474-9481
  • Welcoming
  • Arriving and Departing
  • Collaborating
  • Researching
    • Creating
    • Decolonizing Physical Literacy
    • Movement as Artivism:Generating Relational and Sustainable Solidarities with Land and Place
    • Networking
  • Teaching