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)
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.
Knowledge mobilization stage; articles in review; papers proposed to Canadian Law and Society Association 2020 (London ON), CSSE 2020 (London ON, and Gender and Education Association 2020 (Calgary AB).
With CI Dr. Kyle Kirkup and RAs Jacob DesRochers, Allison McMillan, Olivia Rondeau and Morgan Oddie.
WELCOMING GENDER AND SEXUAL DIVERSITY IN TEACHER EDUCATION
Curricula, People and Pathways
Co-PI, Education Dean's Research Endowment (2019-2020)
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.
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 Ontario. Journal 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.
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.)
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. (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.