Eppert's research is primarily informed by: literary and aesthetic/cultural engagement; postcolonial, feminist, and poststructuralist theories; continental philosophy (eg. Levinas, Weil, Derrida, Gadamer); witness, trauma, and remembrance studies; wisdom texts and traditions (eg. Buddhism, Taoism, the Upanishads); critical pedagogy (eg. Freire), mythopoetics (eg. Joseph Campbell); eco-philosophy/eco-psychology/eco-literacy; and psychoanalytic explorations (eg. Kristeva, Felman). Research methodologies of primary interest include theoretical research, hermeneutics, literary/aesthetic/cultural criticism, textual research, currere, autoethnography, life writing, métissage, heuristics, transformative inquiry, contemplative inquiry, action research, arts-based research.
Eppert, C. & Wang, H., (Eds). (2008). Cross-cultural studies in curriculum: Eastern thought, educational insights. (Curriculum Theory Series) Mahweh, N.J LEA Routledge, Taylor and Francis.
Simon, R.I., Rosenberg, S., & Eppert, C., (Eds.). (2000). Between hope and despair: Pedagogy and the remembrance of historical trauma. Lanham, Maryland: Rowman and Littlefield.
Special Themed Edited Journal Issues
Vokey, D. & Eppert, C. (Eds.). (2013). Contemplative practice, education, & socio-political transformation, part two [Special issue]. Philosophical Inquiry in Education (formerly known as Paideusis: Journal of the Canadian Philosophy of Education Society), 21 (2).
Eppert, C. & Vokey, D. (Eds.). (2012). Contemplative practice, education, & socio-political transformation, part one [Special issue]. Philosophical Inquiry in Education (formerly known as Paideusis: Journal of the Canadian Philosophy of Education Society), 20 (1).
Book Chapters, Articles, & Published Conference Proceedings (Selected)
Eppert, C. (in press). Forest walks in the Anthropocene: Meditations on joy, grief, and a restorative educational politics. In M. Bussey & C. Mozzini (Ed.) A phenomenology of grace: The body, embodiment and transformative futures. Palgrave MacMillan.
Eppert, C. (2018). On lack and joy: Contextualizing educators’ suffering and well-being. Journal of the American Association for the Advancement of Curriculum Studies 12, (2), 1-23. doi: 10.14288/jaaacs.v12i2.190619
Eppert, C. (2018). Rumination on pedagogical rhythms. In E. Hasebe-Ludt & C. Leggo (Eds.). Canadian curriculum studies: A métissage of inspiration/imagination/interconnection (p. 34). Toronto, ON: Canadian Scholars’ Press.
Eppert, C. (2017, May 5). Well-being, curriculum, & transformative envisioning in the Anthropocene. Symposium on Student Mental Well-Being and Well-Becoming, Faculty of Education, University of Manitoba
Eppert, C.,Vokey, D., Nguyen, T.T.A. & Bai, H. (2016). Intercultural philosophy and the nondual wisdom of basic goodness: Implications for contemplative and transformative education. In O. Ergas & S. Todd (Eds.), Philosophy East/West; Exploring intersections between educational and contemplative practices (pp. 129-151). West Sussex, United Kingdom: John Wiley and Sons. (Reprint of journal article)
Eppert, C. Vokey, D., Nguyen, T.T.A. & Bai, H. (2015, May). Intercultural philosophy and the nondual wisdom of basic goodness: Implications for contemplative and transformative education. Journal of Philosophy of Education, 49 (2), 274-293. doi: 10.1111/1467-9752.12141
Bai, H., Eppert, C., Scott, C., Tait, S., Nguyen, T. (2014). Towards intercultural philosophy of education. Studies in Philosophy and Education: An International Journal, 34 (6), 635-650. doi: 10.1007//s11217-014-9444-1
Eppert, C. (2013). Awakening education: Toward a rich tapestry of mindful and contemplative engagement for social/environmental transformation. In J. Lin, E. Brantmeier, & R. Oxford (Eds.), Re-envisioning higher education: Embodied pathways to wisdom and social transformation (pp. 337-351). Charlotte, N.C.: Information Age Publishing (Transforming Education for the Future Series).
Eppert, C. (2012). ‘Walking the talk’: East-west reflections on forgiveness, remembrance, and forgetting. In P. Ahluwalia, S. Atkinson, P. Bishop, P. Christie, R. Hattam, & J. Matthews (Eds.), Reconciliation and pedagogy (pp. 65-94). New York: Routledge.
Eppert, C. (2010). The ‘war within’: Ethical and spiritual responsibilities to children in an age of terror and consumerism. International Journal of Children's Spirituality, 15 (3), 219-232. doi: 10.1080/1364436X.2010.524637
Eppert, C. (2010). Heartmind literacy: Compassionate imagining & the four Brahmavihāras. Paideusis: Journal of the Canadian Philosophy of Education Society, 19 (1), 17-28.
Eppert, C. (2009). Remembering our (re)source: Eastern meditations on witnessing the integrity of water. In M. McKenzie, H. Bai, P. Hart, & B. Jickling (Eds.), Fields of green: Re-storying culture, environment, and education (pp. 191-210). Hampton Press.
Eppert, C. (2008). Emmanuel Levinas, literary engagement, literature education. In D. Egéa-Kuehne (Ed.), Levinas and education: At the intersection of faith and reason (pp. 67-84). New York: Routledge, Taylor & Francis.
Eppert, C. (2008). Fear, (educational) fictions of character, and Buddhist insights for a witnessing curriculum. In C. Eppert & H. Wang (Eds.), Cross-cultural studies in curriculum: Eastern thought, educational insights (1st ed. pp. 55-108). Mahweh, N.J.: Lawrence Erlbaum, Taylor and Francis.
Eppert, C. & Wang, H. (2008). Openings into a curriculum of the way. In C. Eppert & H. Wang (Eds.), Cross-cultural studies in curriculum: Eastern thought, educational insights (1st ed. pp. xvii-xxii). Mahweh, N.J.: Lawrence Erlbaum, Taylor & Francis.
Eppert, C., Ethridge, K, & Bach, J. (2007). Bridging the gap: Three perspectives on teaching young adult literature for a just and sustainable world. Talking Points (Whole Language Umbrella, National Council of Teachers of English), 19 (1), 10-20.
Simon, R.I. & Eppert, C. (2005). Remembering obligation: Witnessing testimonies of historical trauma. In R.I. Simon (Ed.), The Touch of the Past: Remembrance, Learning, and Ethics (pp. 50-64). New York, N.Y.: Palgrave MacMillan. (Reprint of 1997 journal article).
Eppert, C. (2004). Leslie Silko's Ceremony: Rhetorics of ethical reading and composition. JAC: A Quarterly Journal for the Interdisciplinary Study of Rhetoric, Literacy, Culture, and Politics, 24 (3), 727-754.
Eppert, C. (2004). (Un)learning home: Paule Marshall's Praisesong for the Widow, Emmanuel Levinas and an ethics of reading for alterity. In B. Ledent (Ed.), Bridges across chasms: Toward a transcultural future in Caribbean literature (pp. 169-183). Liège, Belgium: L3.
Eppert, C. (2004). Altering habits of attention and inattention in education: Simone Weil and Emmanuel Levinas. In H. A. Alexander (Ed.), Spirituality and ethics in education: Philosophical, theological, and radical perspectives (pp. 42-54). Brighton: Sussex Academic Press.
Eppert, C., Lima, M., & Ropers-Huilman, B. (2003). Engendering respect in a service learning community: Teaching and learning in a multidisciplinary partnership. Scholar-Practitioner Quarterly, 1 (4), 89-104.
Eppert, C. (2003). Histories re-imagined, forgotten, and forgiven: Student responses to Toni Morrison's Beloved. Changing English: Studies in Reading and Culture, 10 (2), 185-194.
Eppert, C., Casemore, B., & Davis, D. (2002). Negotiating risk: Testimonies towards an ethics of mentoring. JCT: Journal of Curriculum Theorizing, 18 (4), 105-125.
Eppert, C. (2002). Mourning identities: Commemorative and curricular debates concerning the fall of the world trade centre. In Bogdan, D., Eppert, C. Yang, C. Morton, C. Eppert, Symposium: Aesthetic Education in Times of Terror: Negotiating an Ethics and Aesthetics of Answerability. Philosophy of Music Education Review, 10 (2), (Fall): 128-132.
Eppert, C. (2002). Entertaining history: (Un)heroic identifications, apt pupils, and an ethical imagination. New German Critique, 86, 71-101.
Eppert, C. (2002). Reading relations, loss, and responsive/responsible learning. In M. Morris & J. Weaver (Eds.), Difficult memories: Talk in a post-Holocaust era (pp. 45-67). New York: Peter Lang.
Simon, R., Eppert, C., Clamen, M., & Beres, L. (2001). Witness-as-study: The difficult inheritance of testimony. The Review of Education/Pedagogy/Cultural Studies 22(4), 285-322.
Eppert, C. (2001). Women students composing desire in scholarly writing: A lover’s discourse. Taboo: A Journal of Culture and Education 5(1) 52-72.
Eppert, C. (2000). Re-learning questions: Responding to the address of past and present others. In R. Simon, S. Rosenberg, & C. Eppert (Eds.), Between hope and despair: Pedagogy and the remembrance of historical trauma (pp. 213-230). Maryland: Rowman and Littlefield.
Simon, R. I., Rosenberg, S., Eppert, C. (2000). Introduction: The pedagogical encounter of historical remembrance. In R. Simon, S. Rosenberg, & C. Eppert (Eds.), Between hope and despair: Pedagogy and the remembrance of historical trauma (pp. 1-8). Maryland: Rowman and Littlefield.
Simon, R.I., & Eppert, C. (1997). Remembering obligation: Pedagogy and the witnessing of testimony of historical trauma. Canadian Journal of Education/Revue canadienne de l’éducation, 22 (2) 175-191.
Bogdan, D. & Eppert, C. (1996). Literacy. In J.J. Chambliss (Ed.), Philosophy of education: An encyclopedia (pp. 360-62). New York: Garland Press.