Here is a selection of my publications:

Bedford, T. (2024) Education for Sustainable Development (ESD) is not fit for purpose: Why academia will not save the planet. In: Critical Pedagogy Empowering Education and Societal Engagement. Nova Science Publishers. Available at:https://1drv.ms/b/c/28903820be299c02/EQKcKb4gOJAggCiC_wIAAAABzW9JFq7AyG9iq3QEkAIu8A?e=7lDuCB

Kopnina, H., Bedford, T. (2024). From Pseudo to Real Sustainability: Ecopedagogy in Business and Management Education. In: The Palgrave Handbook of Global Social Change. Palgrave Macmillan, Cham. Available at: https://doi.org/10.1007/978-3-030-87624-1_369-1

Kopnina, H. & Bedford, T. (2024) From Pseudo to Genuine Sustainability Education: Ecopedagogy and Degrowth in Business Studies Courses. Australian Journal of Environmental Education (2024), 1–14. Available at:  https://www.cambridge.org/core/journals/australian-journal-of-environmental-education/article/from-pseudo-to-genuine-sustainability-education-ecopedagogy-and-degrowth-in-business-studies-courses/C7F70459A71AFF119CB1FCEA0B23BD0F#article

Bedford, T. (2023). Revitalizing an Island Community: Education for Sustainable Living in Nakanoshima, Oki Islands, Japan. Journal of Education for Sustainable Development, 17(1), 5-18. Available at: https://doi.org/10.1177/09734082231183482

Bedford, T. (2022), Education for sustainability in Japan, International Journal of Development and Sustainability, Vol. 11 No. 3, pp. 87-113. Available at: https://isdsnet.com/ijds-v11n3-02.pdf

Bedford T. (2022). Constructing a Transformative Sustainability Pedagogy: Teacher Empowerment for a Sustainable Future. Journal of Teacher Education for Sustainability,24(1) 5-18. Available at: https://doi.org/10.2478/jtes-2022-0002

Bedford T. (2021) Educating for Well-Being, contribution to GTI Forum The Pedagogy of Transition. Great Transition Initiative Available at: https://greattransition.org/gti-forum/pedagogy-transition-bedford.

Cooper R & Bedford T. (2017) Transformative Education for Gross National Happiness: A Teacher Action Research Project in Bhutan. In: The Palgrave International Handbook of Action Research. Palgrave Macmillan US. Available at: https://1drv.ms/b/s!AgKcKb4gOJAoi8UZ3wmRqVXwgRPs9A?e=xzkk5V

Bedford, T. (2012) Towards GLBTQ Equity in Schools: Teachers as Counter-Heteronormative Agents. Lambert Academic Publishing.

Bedford, T. (2009) Promoting Educational Equity through Teacher Empowerment. Web-assisted Transformative Action Research as a Counter-Heteronormative Praxis. Doctoral Dissertation. Oulu: University of Oulu. Available at: https://oulurepo.oulu.fi/bitstream/handle/10024/35433/isbn978-951-42-9057-2.pdf?sequence=1 

Bedford, T. (2009) QUARE Beginnings: Queer Action Research in Education as a Counter-Heteronormative Praxis. Naistutkimus-Kvinnoforskning 3/2009. Available at: https://tiedekirja.fi/en/naistutkimus-kvinnoforskning-2009-3

Bedford, T. (2005) GLBT Educational Equity (GLEE). In: Sears JT (ed) Youth, Education, and Sexualities. An International Encyclopedia. Wesport: Greenwood Press: 376-379.

Bedford, T. (2002) Queer Developments in Teacher Education: Addressing Sexual Diversity, Homophobia and Heterosexism. In: Kissen R.M. (ed) Getting Ready for Benjamin – Preparing Teachers for Sexual Diversity in the Classroom. Rowman & Littlefield Publishers Lanham, Maryland

Bedford, T. (2000) Challenges of Sexual Diversity, Homophobia and Heterosexism for Teacher Education, In: Ethical challenges for teacher education and teaching : special focus on gender and multicultural issues. ACTA UNIVERSITATIS OULUENSIS E Scientiae rerum socialium 45. Available at: https://oulurepo.oulu.fi/bitstream/handle/10024/37074/isbn951-42-5869-X.pdf?sequence=1&isAllowed=y