RESEARCH PROGRAM

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)

With CI Dr. Kyle Kirkup and RAs Jacob DesRochers, Mandeep Gahbi, Kel Martin, Allison McMillanOlivia Rondeau, Morgan Oddie, and Hardie Rath-Wilson.

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 boardsCanadian 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 documentsCanadian 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 OntarioJournal 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 educationTeaching 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 practiceGender and Education, 30(6), 790-810.