Laura-Lee Kearns

Contact Information

I. Research Publications (Published or Accepted)

    Kearns , L., and Anuik, J. (accepted). Métis Curricular Challenges and Possibilities: A Discussion Initiated by First Nations, Métis, and Inuit Education Policy in Ontario. Journal of the Canadian Association for Curriculum Studies.

    Kearns, L., Mitton Kukner, J., & J. Tompkins. (accepted). Building LGBTQ awareness and allies in our teacher education community and beyond. CELT: Collected Essays on Learning and Teaching.

    Anuik, J. and Bellehumeur-Kearns, L. (2014). Métis Student Self-identification in Ontario’s K-12 Schools: Education Policy and Parents, Families, and Communities. The Canadian Journal of Educational Administration and Policy. www.umanitoba.ca/publications/cjeap/pdf_files/anuik_kearns.pdf

    Kearns, L. (2013). The Ontario First Nation, Métis and Inuit education policy framework: A case study on its impact on the lives of Indigenous and Non-Indigenous administrators, teachers and youth. In Education. 19(2). http://ineducation.ca/ineducation/article/view/145/599

    Kearns, L. & Peters, N. (2013). Challenging public erasures of Canada's First people in Nova Scotia: (Re) inscribing Mi'kmaq presence through petition, performance and art. In S. Ashley, (Ed.), Diverse spaces: Examining identity, heritage and community within Canadian public culture.  Newcastle upon Tyne, UK: Cambridge Scholars.

    Kearns, L. (2013). The construction of illiterate and literate youth: The effects of high-stakes standardized literacy testing. Race, Ethnicity and Education. 

    Kearns, L. (accepted). Subjects of wonder: Towards an aesthetics, ethics and pedagogy of wonder. The Journal of Aesthetic Education.

    Kearns, L. (2013). (Re)claiming Metis women identities: Three stories and the storyteller. In C. Adams, G. Dahl, & I. Peach (Eds). Metis in Canada (pp.59-91). Alberta, Canada: University of Alberta Press.

    Kearns, L. (2012). More than an eco-logical crisis - A life crisis: On the need for education to connect us to Indigenous language, knowledge, and the earth. Antistasis: A New Brunswick Education Journal, 2(2), 8-11.

    Anuik, J.& Kearns, L. (2012). A Report on Metis Education in Ontario K-12.  A Research Report to the Metis Nation of Ontario. (+120 pages).
    Kearns, L. (Fall 2012). [Review of the book Integrating Aboriginal perspectives into the school curriculum: Purposes, possibilities, and challenges.] Alberta Journal of  Education, 58(3),1-5.
    Kearns, L. (2011). High stakes standardized testing & marginalized youth: An examination of the impact on those who fail. Canadian Journal of Education/Revue canadienne de l'education, 34(2), 112-130.
    Gaskell, J., Kearns, L. & Pollock, K. (2008) Approaches to poverty in the Toronto School Board, 1970-2000: No shallow roots. Journal of Comparative Policy Analysis: Research and Practice, 10(4), 427-443.
    Kearns, L. (2008). Equity, literacy testing and marginalized youth: The social construction of "illiterate" identities. Unpublished doctoral dissertation, OISE/University of Toronto, Toronto, Canada.

 

II. Presentation of Refereed Academic Conference Papers

    Kearns, L., Mitton, J., & J. Tompkins. (2013, June). Building LGBTQ awareness and allies in our teacher education community and beyond. Society for Teaching and Learning in Higher Education (STLHE). Cape Breton: N.S.

    Anuik, J. & Kearns, L. (2013, June). Metis education policy, curriculum, and teachers in relation: A conversation. Canadian Society for the Study of Education. Canadian Association for the Study of Indigenous Education (CASIE). Victoria: B.C.

    Kearns, L., Mitton, J., & J. Tompkins. (2013, June). Assessing the impact of a LGBTQ training and awareness program on pre-service teachers. Canadian Society for the Study of Education. (CSSE). Victoria: B.C.

    Anuik, J., Kearns, L., McCloud, C., & Paci, C. (2012, May). The Metis and the Ontario First Nation, Metis, and Inuit Education Policy Framework: Stories of inclusiveness, strategies for awareness, and resources to address challenges in K-12 cchools. Canadian Society for Studies in Education (CSSE). Waterloo, Ontario.

    Kearns, L., & Peters, N. (2012, April). Making the “Peoples’ Place” inclusive: Welcoming Mi’kmaq people to the new Antigonish town and library. Diverse Spaces: Examining identity, community and citizenship within Canadian public culture. Trent University, Peterborough, Ontario.

    Kearns, L. (2011, June). The Ontario First Nation, Métis and Inuit Education Policy Framework: A case study on its impact on the lives of Indigenous and Non-Indigenous administrators, teachers and youth. Canadian Society for Studies in Education (CSSE), Fredericton, New Brunswick.

    Kearns, L. (2011, May). Navigating resistance and constraint: Educators’ perceptions of high-stakes standardized literacy testing. Canadian Society for Studies in Education (CSSE), Fredericton, New Brunswick.

    Kearns, L. (2010, October). The (mis)education and shaping of Métis identities. Paper presented at the Canadian History of Education Association. Toronto, Ontario.

    Kearns, L., Anne Murray-Orr, & Robyn Ronayne (2010, June). Taking up the Challenge: enabling multiple language identities to flourish. Canadian Society for Studies in Education (CSSE), Concordia University, Montreal, Quebec.

    Kearns, L. (2009, May). A public problem: The impact of EQAO literacy testing on marginalized youth. Canadian Society for Studies in Education (CSSE), Carleton University, Ottawa.

    Kearns, L & Margolin, I. (2009, May). Moving the body across the curriculum in pre-service teacher education. Canadian Society for Studies in Education (CSSE), Carleton University, Ottawa.

    Kearns, L. (2009, May). Teacher voices: Literacy, curriculum and standardized testing. Language and Literacy Researchers of Canada, Pre-CSSE LLRC Conference. Carleton University, Ottawa, Ontario.

    Kearns, L. (March, 2007). “Literacy and the Cultural Construction of Adolescents,” Dean’s Graduate Studies Conference, Ontario Institute for Studies in Education, University of Toronto.

    Kearns, L. (May, 2006). “A Consideration of a Diverse Democratic Future in light of Hannah Arendt’s Thought and the plight of the Czech Roma,” Canadian Society for Studies in Education (CSSE), York University.

    Kearns, L. (May, 2006). “Cultural Institutions and Pre-Service Teacher Candidates,” Canadian Society for Studies in Education (CSSE), York University.

    Kearns, L. (May, 2005). “Urban Education in Toronto –a Historical Look,” Symposium on Inner-city Education in Urban Canada. The Canadian Association for the Study of Education Administration (CSSE), University of Western Ontario.

    Kearns, L. (May, 2005).“Literacy Testing and ‘At Risk’ Youth,” Canadian Society for Studies in Education (CSSE) Pre-conference of the Language and Literacy Researchers of Canada, University of Western Ontario.

    Kearns, L. (June, 2004).“Challenging Homophobia in Secondary Schools: Analysis, Strategies and Student Voices,” Stories of Struggle, Pride and Victory: Queer Conference, The Ontario Institute for Studies in Education, University of Toronto.

    Kearns, L. (June, 2003). “Subject disciplining teachers; An exploration of the impact of ideology, the gender binary, surveillance and normalization on teachers’ identities,” Institute for Women’s Studies and Gender Studies, University of Toronto.

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