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)

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

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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.

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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. (Advanced online publication.)

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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.

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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 practice. Gender and Education. (Advanced online publication.)

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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.

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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.