Antoinette Gagné
SHE/HER
University of Toronto
Canada
Antoinette is an associate professor in the Department of Curriculum, Teaching, and Learning at the University of Toronto. Her research has focused on teacher education for diversity and inclusion in various contexts. She has explored the experiences of young ELLs and their families as well as internationally educated teachers in Canadian schools and universities. More recently, she has been working collaboratively with a network of schools to support critical literacy and social justice initiatives. As an action researcher, Antoinette is interested in exploring her own practice as a critical teacher educator while working collaboratively with other critical teacher educators to learn more about how to engage teacher candidates in becoming social activists in their schools and communities. She is the convenor of the Action Research Initiative which has grown to include teacher educators connected to more than a dozen universities in Canada and beyond.
Presentation Clip
Websites
The Education of Students with Refugee Backgrounds https://sites.google.com/view/educationofrefugees/home
Me Mapping with Language Learners https://sites.google.com/view/memapping
Teaching About Domestic Violence https://sites.google.com/view/teachaboutdomesticviolence
DiT Diversity in Teaching http://wordpress.oise.utoronto.ca/diversityinteaching/
Publications
Books
Gagné, A., Kalan, A., Herath, S. (Eds.) (2022). Critical action research challenging the neoliberal
constrictions of language and literacies education globally - Auto and duoethnographies of
global experiences. Peter Lang Publishing.
Gagné, A., Kjorven, O., and Ringen, B-J. (Eds) (2009). Teacher diversity in diverse schools –
Challenges and opportunities for teacher education. Oslo, Norway: Oplandske Bokforlag.
Gagné, A. (Editor). (2007). Growing New Roots: The Voices of Immigrant Families and the
Teachers of Their Children. Resource Book for Educators and Immigrant Families. Toronto,
ON: OISE/UT. https://wordpress.oise.utoronto.ca/diversityinteaching/wp-
content/uploads/sites/24/2012/11/VIF_ResBook.pdf
Articles & Book Chapters
Gagné, A., Rajendram, S. & Wattar, D. (2022). Working toward equity and engagement in an online
course for future K-12 teachers. In Teaching in the post COVID-19 Era: World education
dilemmas, teaching innovations and solutions in the age of crisis edited by I. Fayed, I.,
& J. Cummings, J. Springer Publishing. New York.
Gagné, A. (2021). Teacher education for diversity through an autoethnographic lens. In
Superdiversity and teacher education: Supporting teachers in working with culturally,
linguistically, and racially diverse students, families, and communities edited by Guofang Li,
Jim Anderson, Jan Hare, and Marianne McTavish. Routledge.
Valencia, M., Herath, S. & Gagné, A. (2020). Unpacking professional identity: The use of
multimodal identity texts and duoethnographies in language teacher education. In
Language teacher identity in TESOL: Teacher education and practice as identity work
edited by Bedrettin Yazan and Kristen Lindahl, Routledge.
Bale, J., Gagné, A. & Kerekes, J. (2019). Teacher educators’ perspectives on preparing
mainstream teacher candidates for linguistically diverse classrooms. In J. Mueller & J.
Nickel (Eds.), Globalization and diversity in education: What does it mean for Canadian
teacher education? Ottawa, ON: Canadian Association for Teacher Education.
Gagné, A. Bakbak, S., Chahrour, G., & Wattar, D. (2018). Re/Discovering our teacher identities
through digital storytelling with Syrian children and youth: A multi-ethnography of four
diverse educators. Master of Teaching Research Journal. 1(1).
Gagné, A., Al-Hashimi, N., Little, M., Lowen, M., & Sidhu, A. (2018). Educator perspectives on
the social and academic integration of Syrian refugees in Canada. Journal of Family
Diversity in Education. 3(1).
Gagné, A., Herath, S. & Valencia, M. (2018). Exploring privilege and marginalization in ELT: A
trioethnography of three diverse educators. In Criticality, teacher identity, and (in)equity in
English language teaching: issues and implications edited by Bedrettin Yazan &
Nathanael Rudolph. Dordrecht, The Netherlands: Springer, 237-256.
Corcoran, J., Gagné, A., & McIntosh, M. (2017). A conversation about “editing” plurilingual
scholars’ thesis writing. Canadian Journal for Studies in Discourse and Writing/Rédactologie.
28, 1-25.
Gagné, A., Herath, S. &Valencia, M. (2017). Autobiographical creation: A powerful professional
development strategy for teachers. Creative dimensions of teaching and learning in the 21st
century edited by Jill B. Cummings and Mary L. Blatherwick. Rotterdam, The Netherlands:
Sense Publishers. 117-130.
Gagné, A., Herath, S. & Valencia, M. (2017). Strategies to engage and transform teacher learners
in an online course. Creative dimensions of teaching and learning in the 21st century edited
by Jill B. Cummings and Mary L. Blatherwick. Rotterdam, The Netherlands: Sense Publishers.
331- 344.
Gagné, A., Schmidt, C. and Markus, P. (2017). Teaching about refugees: Developing culturally
responsive educators in contexts of politicized transnationalism. Special issue on Teaching
about refugees. Intercultural Education. 28(5), 429-446.
Gagné, A., Schmidt, C. (2016). EN(gauging) Criticality in teacher education: Assignments with
a critical edge. In What should canada’s teachers know? Teacher capacities: Knowledge,
beliefs and skills edited by Mark Hirschkorn. Canadian Association of Teacher Education.
Gagné, A. and Inbar-Lourie, O. (2016). Multiple perspectives on language proficiency
development of non-native English-speaking teacher candidates in Canada and Israel. In
Research on English language teacher education and professional development edited by
Jodi Crandall and MaryAnn Christison. Routledge/Taylor & Francis.
Schmidt, C. and Gagné, A. (Guest Eds.) (2015). Teachers' plurilingual identities in transnational
contexts. Australian Review of Applied Linguistics, 38(3).
Gagné, A. Chassels, C. and McIntosh, M. (2015). Plurilingual teachers and their experiences
navigating the academy: Lessons and strategies for equity, Australian Review of Applied
Linguistics. 38(3), 106-122.
Gagné, A. (2015). Honouring the contributions of Jim Cummins to language and intercultural
education internationally, Intercultural Education. 26(6), 451-454.
Gagné, A. and Soto Gordon, S. (2015). Leadership education for English language learners as
transformative pedagogy. Intercultural Education. 26(6), 530-546.
Gagné, A. and Schmidt, C. (2015). Internationally educated teacher candidates in Canadian
faculties of education: When diversity ≠ equity in the Handbook of Canadian research in
initial teacher education edited by Thomas Falkenberg. 295-311.
Chanicka, J. and Gagné, A. (2015). Our journey at Aldergrove Public School – Social justice
praxis in one Canadian elementary school. Intercultural Education. 26(3). 238-247.
Gagné, A. and Schmidt, C. (2014). Meaningful processes and products in educational research
for diversities: A duoethnographic inquiry. The International Journal of Education for
Diversities. 3, 1-19.
Gagné, A. and Soto Gordon, S. (2014). Participatory action research in a high school drama club
– a catalyst for change among English language learners in Canada. In Methodologies for
Investigating Diversity (in Education): International Perspectives edited by Geraldine Smyth
and Ninetta Santoro. London, England: Trentham Press.
Gagné, A. and Soto Gordon, S. (2014). Learning about self and the world beyond: Cultural,
religious and social justice clubs in high schools. In Inquiry into practice: Learning global
matters in local classrooms edited by Carol Rolheiser, Mark Evans and Mira Gambhir.
Toronto: OISE, University of Toronto.
Gagné, A. & Valencia, M. (2013). Developing teacher candidates’ target language proficiency in
a policy and institutionally supportive environment: challenges and opportunities. In
Language teachers and teaching: Global perspectives, local initiatives edited by Selim Ben
Said and Lawrence Jun Zhang. Routledge Publishers.
Gagné, A. and Soto Gordon, S. (2013). Social justice for English language learners at
Parkdown Secondary School in Canada. In Learning spaces for social justice: International
perspectives on exemplary practices from preschool to secondary school Edited by Hanna
Ragnarsdóttir and Clea Schmidt. London, England: IOE Press.
Gagné, A., and Thomas, R. (2011). Language portfolio design for a concurrent teacher education
program in Ontario, Canada. Synergies Europe. (6). 219-228.
https://gerflint.fr/Base/Europe6/gagne.pdf
Gagné, A. and Soto Gordon, S. (2011). Growing new roots: Coming together - New immigrant
and Canadian teenagers. In Inquiry into Practice: Reaching Every Student Through Inclusive
Curriculum edited by C. Rolheiser, M. Evans and M. Gambhir, OISE, University of Toronto.
Gagné, A. and Soto Gordon, S. (2009). Growing new roots: Reflections of immigrant teenagers
in Canada in Collaboration for change edited by Carol Rolheiser. OISE. University of Toronto.
Gagné, A. (2009). Preparing diverse teachers for diverse learners: Issues, experiences and new
directions. In Teacher diversity in diverse schools – Challenges and opportunities for teacher
education edited by A. Gagné, O. Kjorven, B-J. Ringen. Oslo, Norway: Oplandske Bokforlag.
Gagné, A. (1996). Success at Contact: The argument for alternative schools for at-risk youth.
Alberta Journal of Education. 42(3), 306-324.
Podcasts
Gagné. A. (2021). Quoi de neuf? Entretien avec Antoinette Gagné, Season 2 Episode 3. CREFO,
University of Toronto.
https://www.quoideneuf.ca/1136219/8110372-entretien-avec-antoinette-gagne
Gagné, A., & Bale, J. (2020). Preparing Preservice Teachers to Support ELLs. Webinar for
ERGO – The ESL Resource Group of Ontario.
https://www.youtube.com/watch?v=lthETtvxT4U&feature=youtu.be
Gagné, A. (2020). Setting up a supportive and productive online community for thesis writing –
A comprehensive guide. A podcast in the ‘This Teaching Life Series’. University of Melbourne.
Contact