Tarc, P. (2013). International education in global times: Engaging the pedagogic. New York: Peter Lang.
Tarc, P. (2009). Global dreams, enduring tensions: International Baccalaureate in a changing world. New York: Peter Lang.
Papers in refereed journals:
Tarc, P. & Mishra Tarc, A. (2015). Elite international schools in the global South: Transnational space, class relationalities and the ‘middling’ international school teacher. British Journal of the Sociology of Education 36(1), 34-52.
Tarc, P. (2013). What larger conditions and logics are in play in mobilizations of “education as a human right?” Democracy and Education, article 9.
Tarc, P. & Beatty, L. (2012). The emergence of the International Baccalaureate Diploma in Ontario: Diffusion, pilot study and prospective research. Canadian Journal of Education, 35(4), 241-275.
Tarc, P., Mishra Tarc, A., Ng-A-Fook, N., & Triolokekar, R.D. (2012). Re-conceiving international education: Theorizing limits and possibilities for transcultural learning. Canadian and International Education Journal 40(3), article 6.
Tarc, P. (2012). The uses of ‘globalization’ in the (shifting) landscape of Educational Studies. Canadian Journal of Education, 35(3), 4-29.
Mishra Tarc, A. & Tarc, P. (2010). What hybridity stammers to say: Becoming other than ‘oneself’ in Hanif Kureishi's 'My Son the Fanatic.' Letras y Letras, 26(2), 307-324.
Andreotti, V., Jefferess, D., Pashby, K., Rowe, C., Tarc, P. & Taylor, L. (2010). Difference and conflict in global citizenship in Higher Education in Canada. International Journal of Development Education and Global Learning, 2(3), 5-24.
Tarc, P. (2009). What is the 'International' in the International Baccalaureate? Three structuring tensions in the early years (1962-1973). Journal of Research in International Education, 8(3), 235-261.
Tarc, P. (2007) Informal learning in “performative” times: Insights from empirical research on Canadian teachers' work and learning. Canadian Journal for the Study of Adult Education, 20(2), 71-86.
Tarc, P. (2007). Teaching for dispositions? Old debates, new orthodoxies: Hanging onto a 'knowledge' approach. Journal of Educational Controversy, 2(2).
Chapters in Books:
Tarc, P. (2015). What is the ‘active’ in 21st century calls to develop ‘active global citizens’? Justice-oriented desires, active learning, neoliberal times. In J. Harshman, T. Augustine & M. Merryfield (Eds.), Research in global citizenship education (pp. 35-58). Charlotte, NC: Information Age Publishing.
Tarc, P. (2012). Full-time teachers’ learning: Engagements and challenges. In R. Clark, D. Livingstone & H. Smaller (Eds.), Teachers’ learning and power in the ‘knowledge society’ (pp. 87-108). Rotterdam: Sense Publishers.
Tarc, P. (2011). How does 'global citizenship education' construct its present? The crisis of international education. In V. Andreotti & L. M. de Souza (Eds.), Postcolonial perspectives on global citizenship education(pp.105-123). London: Routledge.
Tarc, P. (2011). Bridging (representations of) the 'global present' with the life-world of the classroom: Researching toward 'learning to teach' global citizenship education. In L. Shultz, A. Abdi, & G. Richardson (Eds.), Global citizenship education in post-secondary institutions: Theories, practices, policies (pp. 64-75). New York: Peter Lang.
Tarc, P. & Antonelli, F. (2010). Teachers' learning and work relations: (Shifting) engagements and challenges. In D. Livingstone (Ed.), Lifelong learning in paid and unpaid work (pp. 155-172). New York: Routledge.
Tarc, P. & Smaller, H. (2009). Research on Canadian teachers' work and learning. In S. Walters & L. Cooper (Eds.), Turning work and lifelong learning inside out (pp. 123-141). Capetown: Human Sciences Research Council.