RESEARCH PROGRAM

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)

Data collection stage; papers being presented at Law & Society 2019 (Washington DC) and CSSE 2019 (Vancouver, BC).

With CI Dr. Kyle Kirkup and RAs Jacob DesRochers, Allison McMillan and Olivia Rondeau.

WELCOMING GENDER AND SEXUAL DIVERSITY IN TEACHER EDUCATION

Curricula, People and Pathways

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.

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 OntarioJournal of Education Policy. (Advanced online publication.)

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.

Internal action research project underway in the Faculty of Education at Queen's on the proactive support of transgender and/or gender non-conforming teacher candidates.

BEGINNER PEDAGOGY FOR A POLARIZED WORLD

Social Justice Education Beyond the Privileging of Sovereignty and the Cultivation of Expertise

Airton, L. (2018). The de/politicization of pronouns: Implications of the No Big Deal Campaign for gender-expansive educational policy and practiceGender and Education. (Advanced online publication.)

Airton, L. (In Press). Resistance is useful: Social justice teacher education as an affective craft. In B. Dernikos, N. Lesko, S. McCall, & A. Niccolini (Eds.), High passions: An affect and education reader. New York, NY: Routledge.

Airton, L. (In Press). 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.