Laura-Lee Kearns
Biographic Data
| ID | 5167012 |
|---|---|
| NAME | Laura-Lee Kearns |
| GIVEN NAMES | Laura-Lee |
| FAMILY NAME | Kearns |
| SIGNATURE | KEARNS L |
| AFFILIATIONS | St. Francis Xavier University |
| ORCID | 0000-0002-9102-7676 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Exploring the Impact of an Anti-Homophobia and Anti-Transphobia Program on a Teacher Education Program
Anti-oppressive pedagogical practices that counter the marginalization of lesbian, gay, bisexual, transgender, two-spirit, queer, and/or questioning youth continue to foster new understanding in teacher education. Researchers note that many pre-service teachers are not prepared to address classroom concerns regarding homophobia, heterosexism, and cisnormativity, fail to identify biases in curricular materials, and resist ideas related to the inte…
Learning With and From Indigenous People
This case study explores the impact of an English language Arts Secondary methods class that focused on learning with and from Indigenous people. By participating in a number of in-class activities, taking a field trip, and engaging in a critical service-learning project that helped decentre the learner/teacher relationship, many non-Indigenous pre-service teachers were able to transform their understandings. Quantitative and qualitative data ill…
The construction of ‘illiterate’ and ‘literate’ youth
High-stakes standardized literacy testing is not neutral and continues to build upon the legacy of dominant power relations in the state in its ability to sort, select and rank students and ultimately produce and name some youth as illiterate in contrast to an ideal white, male, literate citizen. I trace the effects of high-stakes standardized testing by using the voices of 16 youth who failed the Ontario Secondary School Literacy Test (OSSLT) to…
Integrating Aboriginal Perspectives Into the School Curriculum
Possibilities, and Challenges, is an invaluable text for educators, curriculum scholars, qualitative researchers, graduate students, and policy-makers interested in Aboriginal issues, anti-racist, postcolonial, and social justice work.Although Kanu is not Aboriginal, she has
Approaches to Poverty in the Toronto School Board, 1970–1990
This paper explores educational change in the Toronto school board between 1970 and 1990, a period that saw an intense focus on improving the education of inner city students. Based on interviews with key change agents, it argues that a social movement was key to the changes that were experienced. The ideas about education and the relationships that brought some coherence to the movement are illustrated and linked to educational change
The construction of ‘illiterate’ and ‘literate’ youth
High-stakes standardized literacy testing is not neutral and continues to build upon the legacy of dominant power relations in the state in its ability to sort, select and rank students and ultimately produce and name some youth as illiterate in contrast to an ideal white, male, literate citizen. I trace the effects of high-stakes standardized testing by using the voices of 16 youth who failed the Ontario Secondary School Literacy Test (OSSLT) to…
Exploring the Impact of an Anti-Homophobia and Anti-Transphobia Program on a Teacher Education Program
Anti-oppressive pedagogical practices that counter the marginalization of lesbian, gay, bisexual, transgender, two-spirit, queer, and/or questioning youth continue to foster new understanding in teacher education. Researchers note that many pre-service teachers are not prepared to address classroom concerns regarding homophobia, heterosexism, and cisnormativity, fail to identify biases in curricular materials, and resist ideas related to the inte…
Approaches to Poverty in the Toronto School Board, 1970–1990
This paper explores educational change in the Toronto school board between 1970 and 1990, a period that saw an intense focus on improving the education of inner city students. Based on interviews with key change agents, it argues that a social movement was key to the changes that were experienced. The ideas about education and the relationships that brought some coherence to the movement are illustrated and linked to educational change
Integrating Aboriginal Perspectives Into the School Curriculum
Possibilities, and Challenges, is an invaluable text for educators, curriculum scholars, qualitative researchers, graduate students, and policy-makers interested in Aboriginal issues, anti-racist, postcolonial, and social justice work.Although Kanu is not Aboriginal, she has
The construction of ‘illiterate’ and ‘literate’ youth
High-stakes standardized literacy testing is not neutral and continues to build upon the legacy of dominant power relations in the state in its ability to sort, select and rank students and ultimately produce and name some youth as illiterate in contrast to an ideal white, male, literate citizen. I trace the effects of high-stakes standardized testing by using the voices of 16 youth who failed the Ontario Secondary School Literacy Test (OSSLT) to…
Learning With and From Indigenous People
This case study explores the impact of an English language Arts Secondary methods class that focused on learning with and from Indigenous people. By participating in a number of in-class activities, taking a field trip, and engaging in a critical service-learning project that helped decentre the learner/teacher relationship, many non-Indigenous pre-service teachers were able to transform their understandings. Quantitative and qualitative data ill…
Exploring the Impact of an Anti-Homophobia and Anti-Transphobia Program on a Teacher Education Program
Anti-oppressive pedagogical practices that counter the marginalization of lesbian, gay, bisexual, transgender, two-spirit, queer, and/or questioning youth continue to foster new understanding in teacher education. Researchers note that many pre-service teachers are not prepared to address classroom concerns regarding homophobia, heterosexism, and cisnormativity, fail to identify biases in curricular materials, and resist ideas related to the inte…
Pedagogy (5 works) · Sociology (5 works) · Psychology (4 works) · Curriculum (2 works) · Global Education and Multiculturalism (2 works) · Mathematics education (2 works) · Art (1 work) · Canadian Identity and History (1 work) · Coherence (philosophical gambling strategy (1 work) · Curriculum development (1 work)