Undergraduate and Graduate Degrees
Ph. D.
Cultural Studies and Critical Pedagogy
University of Toronto
M. A.
English Language and Literature
Queen's University
B. A. (Hons.)
English Literature
Trent University

Teaching Philosophy

Although I share the ideal of education as a value in itself just because it provides for sustained attention to “the fascination of what's difficult,” and “the truth of imagination and the holiness of the heart's affections,” I see education above all as an opportunity to contribute to social change. This outlook is reflected in my teaching and research.

Courses Taught
  • RHET-1105 (3) Academic Writing for the Humanities
  • RHET-1105 (3) Academic Writing for the Social Sciences (038)
  • RHET-3151 (3) Critical Studies of Discourse (001)
  • EDUC-4400 (3) Critical Pedagogy and Student Diversity (150)
  • EDUC-4600 (3) Critical Literacy for Empowerment (150)
  • ENGL-7103 (3)  Research Methods and Practices in Cultural Studies (001)
Research Affiliations/Networks

Research Affiliate, SVR (Sexual and Gender Diversity: Vulnerability and Resilience).

  • SVR is a CIHR and CRHD-funded research centre, national in scope, that focuses on health issues related to sexuality and gender identity and multiple oppressions.

Research Partner, PREVNet (Promoting Relationships and Eliminating Violence).

  • PREVNet is a national Network Centre of Excellence - New Initiative, which was launched in 2006 to stop bullying in Canada and to promote safe and healthy relationships for all Canadian children and youth.

Member, Egale Canada Safe Schools Committee.

  • This is a group of educators and education scholars that identifies research and public awareness needs in the effort to make schools inclusive of LGBTQ people.
Selected/Recent Publications

McLeod-Rogers, J. & Taylor, C. (2011). Across the disciplines: Academic writing and reading. Toronto, ON: Pearson Longman.

Taylor, C. (2011a). Fatally flawed? Discursive evidence from the movement to establish Lesbian Studies. Feminism and Psychology, 21(2), 218-227.

Taylor, C. (2011b). “What won't I do today?” Education's calculations and social justice. The MERN Journal [ Manitoba Education Research Network] , 4, 92-97. Invited.

Taylor, C., Paquin, S., & Peter, T. (2011, in press). Homophobia research as discourse intervention: Ecological factors in the success of the First National Climate Survey on Homophobia in Canadian Schools. In L. Sokal & K. McCluskey (eds.), Community connections: Reaching out of the ivory tower. Ulm, Germany: International Centre for Innovation in Education.

Taylor, C., & Peter, T. (2011a, in press). “We are not aliens, we're people, and we have rights.” Canadian human rights discourse and high school climate for LGBTQ students. Canadian Review of Sociology.

Taylor, C. & Peter, T. (2011b, in press). Left behind: Sexual and gender minority students in Canadian high schools in the new millennium. In T. Morrison, M. Morrison, D.T. McDermott, & M.A. Carrigan (Eds.), Sexual minority research in the new millennium. Hauppauge, NY: Nova Science.

Taylor, C., Peter, T., & Paquin, S. (2011). “School is not a safe place for anyone like me”: The First National Climate Survey on Homophobia in Canadian Schools. In W. Craig, D., Pepler, and J. Cummings (eds.), Creating a world without bullying (pp. 67-85). PREVNet Series, Volume 3. Ottawa: PREVNet.
Taylor, C., & Ristock, J.L. (2011a). LGBTQ Families in Canada: Private life and public discourse. In N. Mandell & A. Duffy (Eds.), Canadian families: Diversity, conflict and change (pp. 125-163). Toronto: Nelson.

Taylor, C., & Ristock, J.L. (2011b). “We are all treaty people”: An anti-oppressive ethics of solidarity with LGBTQ Aboriginal people living with partner violence. In J. Ristock, ed., Intimate partner violence in LGBTQ people's lives (pp. 303-321). New York: Routledge.
Taylor, C., & Peter, T., with McMinn, T.L., Schachter, K., Beldom, S., Ferry, A., Gross, Z., & Paquin, S. (2011). Every class in every school: Final report on the first national climate survey on homophobia, biophobia, and transphobia in Canadian schools . Toronto , ON: Egale Canada.

Taylor, C. (2009a). Counterproductive effects of parental consent in research involving LGBTTIQ Youth: International research ethics and a study of a Transgender and Two-Spirit community in Canada. Journal of LGBT Youth, 5(3), 34-56.

Taylor, C. (2009b). Health needs of Aboriginal transgender/Two Spirit people in Manitoba. Canadian Aboriginal Journal of Community-based HIV/AIDS Research, 2(Winter), 65-84. Available: http://caan.ca/new/wp-content/uploads/2010/03/Taylor_2009_reprint.pdf.

Taylor, C., & Peter, T., with Schachter, K., Paquin, S., Beldom, S., Gross, Z., & McMinn, T.L. (2009). Youth Speak Up About Homophobia and Transphobia: The First National Climate Survey on Homophobia in Canadian Schools: Phase 1 Report. Toronto ON: Egale Canada Human Rights Trust. Available http://www.egale.ca/index.asp?lang=E&menu=4&item=1401.

Taylor, C. (2008a). Research ethics review as a heteronormative technology of academia. In D. Julien & J. Lévy (Eds.), Intersections (pp. 91-110). Montreal: Presse de l'Université du Québec.

Taylor, C. (2008b). A human-rights approach to stopping homophobic bullying in schools. Journal of Gay and Lesbian Social Services, 19(3/4), 157-172. Reprinted in J. Sears (Ed.), Homophobic bullying (Binghamton , NY: Haworth Press, 2009). Reprinted in J. McLeod-Rogers & C. Taylor (2011), Across the disciplines: Academic writing and reading. Toronto, ON: Addison Wesley Longman.

Taylor, C. (2007). “Am I that name?” Constructions and misconstructions of Lesbian Studies. Resources for Feminist Research, 32(1/2), 86-113.
Behrens, L., Rosen, L., McLeod Rogers, J., & Taylor, C. (2006). Writing and reading across the disciplines. Toronto, ON: Addison Wesley Longman.

Taylor, C. (2006). Nowhere Near Enough: A Needs Assessment of Health and Safety Services for Transgender and Two Spirit People in Manitoba and Northwestern Ontario. Final Report to the Crime Prevention Branch of Public Safety and Emergency Preparedness Canada.

Taylor, C. (2004a). Critical literacy and the un/doing of academic discourse. Ethnologies [Special issue on literacy], 26(1): 125-33.

Taylor, C. (2004b). Queering teacher education: Failures of empathy and their uses. Inter-cultural Studies Journal, 4(1), 19-31. Available http://www.newcastle.edu.au/centre/ics/.

Taylor, C. (2003a). Beyond empathy: Confronting homophobia in critical education courses. Journal of Lesbian Studies, 6(3/4), 219-34. Special Issue on anti-homophobia education in professional service faculties. Reprinted in L. Cramer (Ed.), Addressing Homophobia on College Campuses (pp. 219-34). New York: Haworth Press.

Taylor, C. (2003b). Building community through anti-homophobia education. In D. Sutherland & L. Sokal (Eds), Resiliency and capacity building in inner-city learning communities (pp. 127-46). Winnipeg: Portage & Main Press.

Ristock, J.L., & Taylor, C. (Co-editors). (1998). Inside the Academy and Out: Lesbian/Gay/Queer Studies and Social Action. Toronto and London: University of Toronto Press.