Jennifer Mitton-Kükner

  • May 25
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Saint Francis Xavier University

As an Associate Professor (PhD, University of Alberta) of assessment, literacy, and qualitative research methods in the Faculty of Education at St. Francis Xavier University in Nova Scotia, I have had the opportunity to be involved in a variety of different research projects. My research interests are varied and intersect with my commitment to better understanding the importance of teachers and students as researchers, the influence of gendered expectations upon the professional lives of teachers, and the impact school and university collaborations can have upon local school contexts. I was first drawn to research during my graduate work at StFX (MEd), which enabled me to design a research study that attended to my experiences teaching in secondary schools in New Brunswick, Nova Scotia, and Turkey and the importance I placed upon service learning as a way to engage youth in active socially responsive change. Next steps in my research include a continuation of my work in literacies in the content areas in culturally diverse schools, pre-service teachers and LGBTQ learners, as well as approaches to teaching and learning in the International Baccalaureate Diploma Programme in Nova Scotia. I am hopeful that the readers of our paper, teacher educators, teachers, researchers, administrators, might view the possibilities of ongoing critical social justice education for pre-service teachers, particularly how it raises awareness about the complexities of gender in schools and the positive impact that beginning teachers can make in fostering the inclusion of transgender children and youth.


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