WE ARE ALL GENDER DIVERSITY: 'GENDER EXPRESSION' HUMAN RIGHTS PROTECTIONS IN EDUCATION
Gender Expression Under Construction: How School Boards Are Shaping Ontario's Newest Human Rights Category
PI, SSHRC Insight Development Grant (2018-2020)
PI, SSHRC SIG Explore Grant, Queen's University (2018)
PI, Seed Grant, Queen's University, Faculty of Education (2018)
CI, Seed Grant, University of Ottawa, Faculty of Law (2018)
Kirkup, K., Airton, L., McMillan, A., & DesRochers, J. (2020). The aftermath of human rights protections: Gender identity, gender expression, and the socio-legal regulation of school boards. Canadian Journal of Law & Society. (Advanced online publication.)
Airton, L., Kirkup, K., McMillan, A., & DesRochers, J. (2019). What is "gender expression"? How a new and nebulous human rights construct is taking shape in Ontario school board policy documents. Canadian Journal of Education, 42(4), 1154-1182.
Other Research in this Strand
Timmons, K., & Airton, L. (Under Review). Welcoming gender diversity in the early years: Interpreting professional guiding documents for gender-expansive practice.
Martino, W., Airton, L., Cumming-Potvin, W., & Kuhl, D. (2018). Mapping transgender policyscapes: A policy analysis of transgender inclusivity and gender diversity in the education system in Ontario. Journal of Education Policy, 34(3), 302-330.
WELCOMING GENDER AND SEXUAL DIVERSITY IN TEACHER EDUCATION
Supporting Transgender and Gender Non-Conforming Teacher Candidates: Shifting from a Reactive to Proactive Stance
CI, Seed Grant, Queen's University, Faculty of Education (2018)
PI, Education Dean's Research Endowment (2019-2020)
With Co-PI Dr. Michelle Searle and RAs Kel Martin, Natalie Lefebvre and Sofia Melendez.
No Level Playing Field: Towards Quantifying Intersectionality in Large-Scale Population Studies
CI, SSHRC Insight Development Grant (2020-2022)
With PI Dr. Eun-Young Lee.
Other Research in this Strand
Airton, L., & Koecher, A. (2019). How to hit a moving target: Thirty-five years of gender and sexual diversity in teacher education. Teaching and Teacher Education, 80, 190-204.
Airton, L. (2014). Hatred haunting hallways: Teacher education and the badness of homophobia(s). In E. J. Meyer & D. Carlson (Eds.), Gender and sexualities in education: A reader (pp. 387-399). New York, NY: Peter Lang.
BEGINNER PEDAGOGY FOR A POLARIZED WORLD
Social Justice Education Beyond the Privileging of Sovereignty and the Cultivation of Expertise
Airton, L. (2020). Resistance is useful: Social justice teacher education as an affective craft. In B. Dernikos, N. Lesko, S. McCall, & A. Niccolini (Eds.), Mapping the affective turn in education: Theory, research, and pedagogies. New York, NY: Routledge.
Airton, L. (2019). Welcoming what we cannot imagine: Toward a sensory curriculum in social justice teacher education. In W. S. Gershon (Ed.), Sensuous curriculum. In the series Landscapes of Learning (M. F. He & W. H. Schubert, Eds.). Charlotte, NC: Information Age.
Airton, L. (2018). The de/politicization of pronouns: Implications of the No Big Deal Campaign for gender-expansive educational policy and practice. Gender and Education, 30(6), 790-810.