Laura-Lee Kearns

Headshot of Laura Lee Kearns

Laura-Lee Kearns

Professor -Teacher Education & Curriculum & Leadership
Campus Location
Xavier Hall 207
(902) 867-4913

Dr. Laura-Lee (Bellehumeur) Kearns received her PhD and Bachelor of Education from the Ontario Institute for Studies in Education at the University of Toronto.  Dr. Kearns completed her undergraduate studies at Trent University, and her Master of Arts in Philosophy at the University of Western Ontario. Prior to becoming a professor at STFX in 2009, she taught internationally and in Canada for 14 years. She is passionate about creating more equitable, wondrous and democratic spaces in schools.


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.

Kearns, L. (Winter 2020).  Learning with and from Indigenous people: Navigating transformative pedagogy and privilege in teacher education. Alberta Journal of Education.

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.

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).

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.

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.

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.

Kearns, L. (Spring 2015). Subjects of wonder: Towards an aesthetics, ethics and pedagogy of wonder.  The Journal of Aesthetic Education, 49 (1), 98-119.

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.

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).

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).

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. 

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.

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.

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.

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.

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.