Annual Conference



The (re-)emergence of gender diversity and the challenge for teacher education
Dr. Lee Airton (Queen’s)
Tuesday, June 1st, 2021
14:30-15:30 MST (Edmonton)



Five years ago, when Dr. Lee Airton asked a large class of pre-service teachers whether they had heard the term ‘cisgender’ (i.e., not transgender), only about one quarter raised a hand. This past September, however, only a scant few did not. This recent surge in gender diversity knowledge and exposure among the general Canadian public has unfolded in lockstep with the beginning of Dr. Airton’s academic career as one of the first openly transgender professors in a Canadian faculty of education. In the 2021 CATE keynote address, Dr. Airton looks back across a decade of participation in CATE and the Canadian teacher education community, and envisions a teacher education that materially welcomes all of the ways people live gender, including the ones we may think are already here in abundance.


Dr. Lee Airton is an Assistant Professor of Gender and Sexuality Studies in Education at Queen’s University in Kingston, Ontario, and the Co-President of the Queer Studies in Education and Culture SIG of CASWE in CSSE. Their public scholarship includes the blog They Is My Pronoun, the No Big Deal social media initiative, and the book Gender – Your Guide: A Gender-Friendly Primer on What to Know, What to Say and What to Do in the New Gender Culture (Adams Media – An Imprint of Simon & Schuster). Dr. Airton’s scholarly articles appear in the journals Gender and Education, Sex Education, Curriculum Inquiry, Teachers College Record, The Canadian Journal of Education, and the Journal of Education Policy. Their current SSHRC-funded research project explores how Ontario K-12 schools are responding to the inclusion of gender identity and gender expression protections in human rights legislation, including implications for teacher education.



Annual KEYNOTE Archive


Dr. Jan Hare’s CATE Keynote Presentation: Trickster Comes to Teacher Education

The trickster or shape shifter is an important cultural being within Indigenous learning
traditions. This figure uses strategies of creation, humour, dialogic pedagogy, and
experience to upset dominant paradigms of our world, including education. Through the
metaphor of the trickster, who acts with critical purpose, this presentation (re)imagines the
much needed transformation of teacher education to empower Indigenous teacher
candidates in advancing their own journeys of decolonization and reclamation and consider
programmatic opportunities that can enrich and be enriched by Indigenous communities.
Dr. Jan Hare is an Anishinaabe scholar and educator from the M’Chigeeng First Nation in
northern Ontario. She is the Associate Dean for Indigenous Education and Director of
NITEP – Indigenous Teacher Education Program in the Faculty of Education at the
University of British Columbia. She has led the development of required Indigenous
education course instruction in teacher education at UBC, as well as establishing new
pathways to teacher education for Indigenous students through NITEP. Her research and
teaching is concerned with centering Indigenous knowledge systems from early childhood,
K to 12 education, and post-secondary settings. She has developed the Massive Open
Online Course, Reconciliation Through Indigenous Education, which has seen over 35,000
participants from around the world in its course offerings.



The Nature of Continuous Professional Learning: Authenticity, Connectedness, and Context


Dr. Karen Goodnough, Professor, Memorial University

Tue, May 29, from 3:00 – 4:15 P.M., in Education Building – ED 191

The Nature of Continuous Professional Learning: Authenticity, Connectedness, and Context

In this 2018 CATE Keynote, Dr. Karen Goodnough will examine the nature of continuous professional learning (CPL) by sharing the outcomes of her collaborative inquiry and research with teachers over the last two decades. She will argue that professional learning in both K-12 and higher education should be premised on a view of learning that considers authenticity, connectedness, and context. She will examine how these concepts can inform the design of effective CPL and how teacher educators can play a role in fostering professional learning that aligns with these concepts.


Lynn Thomas

Université de Sherbrooke

“Developing a professional teaching identity in an era of ultra-nationalism and changing classroom roles”




Sharon Friesen

Galileo Educational Network
Werklund School of Education

“To Grasp A Moving Form”




Thomas Falkenberg

University of Manitoba

“Inner Wisdom: A Foundation for Being a Teacher”