Papers in Peer Reviewed Journals

Mitton, J., Tompkins, J., & Kearns, L. (Spring 2021). Exploring the Impact of an Anti-Homophobia and Anti-Transphobia Program on a Teacher Education Program: LGBTQ Pre-Service Teachers Identify Benefits and Challenges. Alberta Journal of Education. https://journalhosting.ucalgary.ca/index.php/ajer/article/view/56915

Kearns, L. (Winter 2020).  Learning with and from Indigenous people: Navigating transformative pedagogy and privilege in teacher education. Alberta Journal of Education. https://journalhosting.ucalgary.ca/index.php/ajer/article/view/56696

Tompkins, J., Kearns, L., & J. Mitton-Kükner. (2019). Queer Educators in Schools: The Experiences of Four Beginning Teachers. Canadian Journal of Education, 42(2), 384-414. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3448

Kearns, L., Tompkins, J., & Lunney-Borden, L. McGill. (2018). Transforming Graduate Studies Through Decolonization; Sharing the learning journey of a specialized cohort. McGill Journal of Education, 53(2). https://www.erudit.org/en/journals/mje/2018-v53-n2-mje04477/1058396ar/

Tompkins, J., Kearns, L., Mitton-Kükner, J. (2017 (on-line 2018)). Teacher candidates as LGBTQ and social justice advocates through curricular action. McGill Journal of Education / Revue des sciences de l'éducation de McGill. 52(3), 677-697. https://mje.mcgill.ca/article/view/9356

Kearns, L., Mitton-Kükner, J., Tompkins, J. (2017). Transphobia and cis-gender privilege: Pre-service teachers recognizing and challenging gender rigidity in schools. Canadian Journal of Education.  http://www.cje-rce.ca/index.php/cje-rce/article/view/2367.

Mitton Kükner, J., Kearns, L., & J. Tompkins. (2016). Pre-service educators and anti-oppressive pedagogy: Interrupting and challenging LGBTQ oppression in schools. Asia-Pacific Journal of Teacher Education. http://www.tandfonline.com/doi/full/10.1080/1359866X.2015.1020047

Kearns, L. (Spring 2015). Subjects of wonder: Towards an aesthetics, ethics and pedagogy of wonder.  The Journal of Aesthetic Education, 49 (1), 98-119. https://muse.jhu.edu/article/571689/summary

Kearns , L., and Anuik, J. (2015). 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. http://jcacs.journals.yorku.ca/index.php/jcacs/article/viewFile/37691/36030

Kearns, L., Mitton-Kukner, J., & J. Tompkins. (2014).  LGBTQ awareness and allies: Building capacity in a teacher education program. Canadian Journal of Education. 37(4). http://journals.sfu.ca/cje/index.php/cje-rce/article/viewFile/1628/1714

Kearns, L., Mitton-Kukner, J., & J. Tompkins. (2014). Building LGBTQ awareness and allies in our teacher education community and beyond. CELT: Collected Essays on Learning and Teaching. 7(1). http://celt.uwindsor.ca/ojs/leddy/index.php/CELT/article/view/3980/3259

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.

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), 86-106.           http://ineducation.ca/ineducation/article/view/145

Kearns, L. (2013/2016). The construction of illiterate and literate youth: The effects of high-stakes standardized literacy testing. Race, Ethnicity and Education. 19(1), 121-140. http://www.tandfonline.com/doi/abs/10.1080/13613324.2013.843520

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. https://journals.lib.unb.ca/index.php/antistasis/article/view/19587/21119

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'éducation, 34(2), 112-130. http://files.eric.ed.gov/fulltext/EJ936746.pdf

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. http://www.tandfonline.com/doi/abs/10.1080/13876980802468907

Book Chapters in Peer Reviewed Book Collections

Kearns, L. (in press). Strengthening Awareness and Pride: Three Métis men, my son, and their/our stories. In C. Adams, G. Dahl, & I. Peach (Eds.), Métis in Canada. Volume II. Alberta, Canada: University of Alberta Press.

Anuik, J., & Kearns, L. (2017). Métis and Ontario Education Policy: educators Supporting Holistic Lifelong Learning. In J. Reyner, J. Martin, L. Lockard, & W.S. Gilbert (Eds.), Honouring our Teachers. Flagstaff, Arizona: Northern      Arizona University.

Kearns, L., & Peters, N. (2013). (Re)inscribing Mi’kmaq presence through public 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). (Re)claiming Métis women identities: Three stories and the storyteller. In C. Adams, G. Dahl, & I. Peach (Eds.), Métis in Canada. Alberta, Canada: University of Alberta Press.

Research Reports

1. Anuik, J., & Kearns, L. (2012). A Report on Métis Education in Ontario K-12, 2011. A Research Report to the Métis Nation of Ontario. October 2011 (+100 pages).

Book Reviews

1. 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.