RESEARCH PROGRAM
Stream 1: Gender Identity and Gender Expression in Canadian K-12 Education
2024 SSHRC Partnership Development Grant application in process
2023 University Summer Student Research Fellowship
2023-2024 SSHRC SIG Exchange Grant, Queen's University
2020-2021 SSHRC Connection Grant
2018-2020 SSHRC Insight Development Grant
2018 SSHRC SIG Explore Grant, Queen's University
2018 Seed Grant, Queen's University, Faculty of Education
2018 Seed Grant, University of Ottawa, Faculty of Law
See CV for expanded funding details.
Knowledge and resource hub for K-12 student gender expression and gender identity self-advocacy: www.gegi.ca
Airton, L., DesRochers, J., Kirkup, K., & Herriot, L. (2022). Toby goes to Catholic school: Ontario Catholic school board policy and the protection of gender expression. Canadian Journal of Education, 45(3), 587-617.https://doi.org/10.53967/cje-rce.v45i3.5443
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, 35(2), 245-268. [Open Access version.]
Timmons, K., & Airton, L. (2020). Welcoming gender diversity in the early years: Interpreting professional guiding documents for gender-expansive practice. Contemporary Issues in Early Childhood. (Advanced online publication.) [Open access version.]
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.
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.
Meyer, E., Stafford, A., & Airton, L. (2016). Transgender and gender-creative students in PK-12 schools: What we can learn from their teachers. Teachers College Record, 118(8), 1-50.
Stream 2: Welcoming Gender and Sexual Diversity in Teacher Education
2023 SSHRC Insight Grant application in progress
2023 SSHRC Insight Development Grant
2022 SSHRC Connection Grant
2021-2023 Catalyst Grant, Queen’s University
2021 ACU Gender Grant, Association of Commonwealth Universities
2020 Seed Grant, Queen's University, Faculty of Education
2020-2022 SSHRC Insight Development Grant
2019-2020 Faculty of Education Dean’s Research Endowment
2018 Seed Grant, Queen's University, Faculty of Education
See CV for expanded funding detail.
Initial instrument development for two forthcoming cross-Canada studies of under-represented teacher candidates' experiences of school-based practicum.
Harwood-Jones, M., Martin, K., & Airton, L. (In Press). Reimagined and redesigned: How (and why) to stop the exclusive provision of gendered washrooms and changerooms on post-secondary campuses. Canadian Journal of Higher Education.
Lee, E.-Y., Airton, L., Lim, H., & Jung, E. (2023). An urgent need for quantitative intersectionality in physical activity and health research. Journal of Physical Activity and Health. Advance online publication. https://doi.org/10.1123/jpah.2022-0639
Airton, L., & Martin, K. (2022). How teacher education profoundly and unremarkably fails transgender and/or gender non-conforming candidates. Teachers College Record, 124(8). https://doi.org/10.1177/01614681221124198
Payne, E., Airton, L., & Smith, M. (2022). Accounting for transgender in pre-service and in-service teacher education. In M. Mangin & M. I. Suárez (Eds.), Trans studies in K-12 education: Creating an agenda for research and practice (pp. 101-131). Harvard Education Press. [Open Access version.]
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. [Open Access version.]
Lim, H., Jung, E., Jodoin, K., Du, O., Airton, L., & Lee, E-Y. (2021). Operationalization of intersectionality in physical activity and sport research: A systematic scoping review. SSM – Population Health, 14.
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. [Open Access version.]
Stream 3: Gender-Friendly Curriculum and Pedagogies for a Polarized World
For Teacher Use
Airton, L. (2021). Gender pronouns. In A. Goldberg & G. Beemyn (Eds.), The SAGE encyclopedia of trans studies. Sage.
Airton, L. (2021). Supportive classroom practices. In A. Goldberg & G. Beemyn (Eds.), The SAGE encyclopedia of trans studies. Sage.
Woolley, S., & Airton, L., Eds. (2020). Teaching about gender diversity: Teacher-tested lesson plans for K-12 classrooms.Canadian Scholars Press.
Airton, L. (2020, November 9). Welcoming gender diversity in the ‘free speech’ era: Tips for handling anti-transgender speech in the classroom. Facing Canada: A Facing History community blog. https://facingcanada.facinghistory.org/welcoming-gender-diversity-in-the-free-speech-era
Airton, L. (2019, Summer). The gender-friendly classroom: Practical advice for teachers on welcoming gender diversity every day. Education Canada. https://www.edcan.ca/articles/gender-friendly-classroom/ [Accompanied by a discussion kit for self-guided educator discussions.]
Haimson, O., & Airton, L. (2019, June 4). Making space for them, her, him, and ‘prefer not to disclose’ in group settings: Why pronoun-sharing is important but must remain optional. National Center for Institutional Diversity Blog. https://medium.com/national-center-for-institutional-diversity/making-space-for-them-her-him-and-prefer-not-to-disclose-in-group-settings-why-1deb8c3d6b86
Airton, L. (2018). Gender: Your guide - A gender-friendly primer on what to say, what to know, and what to do in the new gender culture. Adams Media (An Imprint of Simon & Schuster).
Airton, L. (2017, November 27). Teaching about a debate and teaching through debate are not the same. The Toronto Star. https://www.thestar.com/opinion/contributors/2017/11/27/teaching-about-a-debate-and-teaching-through-debate-are-not-the-same.html
Scholarship
Airton, L. (2023). You don’t know me: Welcoming gender diversity in schools via an ethic of hospitality. Curriculum Inquiry, 53(2), 148-168. https://doi.org/10.1080/03626784.2023.2200810
Konnelly, L., Bjorkman, B., & Airton, L. (2022). Towards an engaged linguistics: Nonbinary pronouns as a site of advocacy in research and teaching. Journal of Language & Sexuality, 11(2), 133-140.
Airton, L., & Woolley, S. (2021). The chalice (or, how to occult yourself, gender-wise): An affective exploration of ‘teaching about gender diversity.’ (Advanced online publication.) Review of Education, Pedagogy and Cultural Studies. [Open Access version.]
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. Routledge. [Open Access version.]
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.). Information Age. [Open Access version.]
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. [Open Access version.]
