Associate Professor (PhD), Department of Educational Studies
Contact for Availability for Graduate Advisement
Leanne Taylor is an Associate Professor in the Faculty of Education at Brock. She has spent the past 15+ years researching and teaching about equity, diversity and activism in education. Her research also explores racialized identities, particularly mixed-race identities, immigrant student aspirations, and access to postsecondary education. She teaches graduate and undergraduate courses addressing equity in education, critical anti-racist practice, and the interrelationship between pedagogy, culture, and identity. Her most recent research explores how to talk to children about racism and inequity – a project close to her heart as a mother of a creative and curious eight year-old. With this grounding, she also believes in educational leadership that ‘makes space’ for difference, inspires new ideas, and prioritizes voices that are not always at the table. Her philosophy is guided by a belief that good teaching must always start where students are at and work to generate opportunities for growth.
- 2021 Brock University Distinguished Teaching Award
- 2021 Brock University Faculty of Education Award for Teaching Excellence
- Equity, diversity and activism in education
- Antiracist praxis
- Critical mixed-race theory
- Sociology of Education
- Access to postsecondary education
- Intersections between culture, identity, and pedagogy
- Editor in Chief – Journal of the International Society for Teacher Education
James, C. & Taylor, L. (In preparation). First Generation Student Experiences in Higher Education: Counterstories. New York: Routledge.
Chapters and Articles
Taylor, L. (In press). Navigating shifting waters: Reflections on critical anti-racist approaches in teacher education. Self-Study and Diversity III, J. Kitchen and L. Fitzgerald (Eds.). Springer.
Taylor, L. (In press). Addressing racism in the early years: Some considerations. In L. Wilson (Ed.), Partnerships: Families and Communities in Early Childhood. 7th Ed. Nelson Publishing.
Taylor, L. (2021). ‘I will treat all my students with respect’: The limits to good intentions. In C. James (Ed.), Colour matters: The experiences, education and aspirations of black youth. Toronto: University of Toronto Press.
Kitchen, J. & Taylor, L. (2020). Preparing preservice teachers for social justice teaching: Designing and implementing effective interventions in teacher education. In C. Mullen (Ed.), Handbook of social justice interventions in education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-29553-0_70-1
Tilley, S. & Taylor, L. (2018). Qualitative methods and respectful praxis: Researching with youth. The Qualitative Report 23(9), 2184-2204
Taylor, L. (2017). Race, color and family: Exploring possibilities of school engagement. In C. Monroe (Ed.). Race and colorism in education, (pp. 181-192). Routledge Research in Educational Equality and Diversity series.
Taylor, L. & James, C. (2015). Living up to expectations: 1.5 and 2nd generation immigrant students’ pursuit of university education. In G. Man and R. Cohen (Eds.), Engendering transnational voices: Studies in family, work, and identity. (Pp. 175-192). Waterloo, Ontario: Wilfrid Laurier University Press.
Taylor, L. (2014). Engaging teacher candidates in anti-homophobia discussions: Reflections on caution, care and commitment. In D. Gosse (Ed). LGBTTIQQ2SA Stories of pride, courage and social justice in Canada. (Pp. 36- 42). St. John’s NL: Breakwater Books.
Mahtani, M.; Kwan-Lafond, D., & Taylor, L. (2014). Exporting Multiculturalism? Canadian Mixed Race Identities and Multicultural Policy. In R. King-O’Riain, S. Small, M. Song, P. Spickard and M. Mahtani (eds). Global Mixed Race. (Pp.238- 262). New York: New York University Press.
Tilley, S. & Taylor, L. (2014). Complicating notions of ‘scholar activist’ in a global context: A discussion paper. Journal of the International Society for Teacher Education, 18(2), 51-60.
McNeil, D. & Taylor, L. (2013). Radical love: A transatlantic dialogue about race and mixed race. The Asian American Literary Review. 4 (2), 15-26.
Taylor, L., & Tilley, S. (2013). Happiness: At what cost? Journal of the International Society for Teacher Education. 17 (1), 72-84.
Tilley, S & Taylor, L. (2013) Understanding curriculum as lived: Teaching for social justice and equity goals, Race, Ethnicity and Education. 16 (3), 406-429.
Mohan, E., Taylor, L., Venzant Chambers, T. T., Calore, J. (2013). Advancing educational leadership: Learning from multiracial literature. In L. Tillman & J. J. Scheurich (Eds.), Handbook of Research on Educational Leadership for Equity and Diversity. (pp. 227-247). NY: Routledge.
James, C. & Taylor, L. (2013). “Talk to students about what’s really going on”: Researching the experiences of marginalized youth. In T. Kress, C. Malott and B. Porfilio (eds.). Challenging Status Quo Retrenchment: New Directions in Critical Qualitative Research. (pp. 147-167). Charlotte, NC: Information Age Publishing.
Taylor, L. (2012). A conversation with a Chinese ‘yardie’ about life as a Jamaican Canadian. In C. James and A. Davis, Jamaica in the Canadian Experience: A Multiculturalizing Presence. (pp. 191-207). Halifax: Fernwood Publishing.
- EDUC 2P65: Diversity Issues in Schooling
- EDUC 5P00: Social Justice, Power and Politics in Education
- EDUC 5P01: Introduction to Social and Cultural Contexts in Education: Developing a Critical Language
- EDUC 5P11: Culture, Identity and Pedagogy: Advancing a Lived Curriculum
- EDUC 5P17: Theoretical Orientations in Sociology and Equity Studies in Education
- EDBE 8P78: School and Society
- EDUC 5Q97: Culminating Seminar in Educational Studies