Catherine Taylor

Title: Project Director of RISE
Email: c.taylor@uwinnipeg.ca

Degrees:

• Ph.D. (Toronto)
• M.A. (Queen’s)
• B.A. (Hons.) (Trent)

Biography:

Dr. Catherine Taylor is Acting Dean of Arts and Professor of Education and Rhetoric, Writing, & Communications at the University of Winnipeg in Manitoba, Canada. Her recent work on research ethics, LGBTQ wellbeing and LGBTQ-inclusive education has been published widely in scholarly books and in journals such as Canadian Journal of Education, Canadian Review of Sociology, Feminism and Psychology, Journal of Gay and Lesbian Social Services, and Journal of LGBT Youth. Dr. Taylor served as principal investigator in partnership with Egale Canada Human Rights Trust for the First National Climate Survey of Homophobia, Biphobia and Transphobia in Canadian Schools, and she will be working again with longtime research partner Dr. Tracey Peter (U Manitoba) on the Second National Climate Survey in 2018-19. She was one of five area leaders for the CIHR-funded study Reducing Stigma, Promoting Resilience: Population Health Interventions for LGBTQ Youth (PI Elizabeth Saewyc, UBC). Dr. Taylor was also lead researcher in partnership with Manitoba Teachers’ Society on the Every Teacher Project, a SSHRC-funded study of Canadian teachers’ experiences of LGBTQ-inclusive education through surveys, interviews, and focus groups, with the aim of systematically sharing teachers’ dispersed expertise and developing practice-based recommendations; the Final Report was published in 2015 and the Recommendations Toolkit in 2017 with Project Coordinator Chris Campbell. Dr. Taylor is currently leading the RISE Project on LGBTQ-inclusive Teacher Education in Canadian Universities, which will engage Faculties of Education in a capacity-building effort to develop evidence-based curriculum guidelines.

Current Projects:

• RISE Project on LGBTQ-inclusive Teacher Education in Canadian Universities. Funded by SSHRC Insight Grant.
• Second National Climate Survey on Homophobia, Biphobia, and Transphobia in Canadian Schools. Funded by grant from Egale Canada Human Rights Trust.
• C2C: A Two-Spirit and Queer People of Colour Call to Conversation with LGBTQ and Allies. Funded by SSHRC Connections Grant.
• The University of Winnipeg’s Community Engagement Initiatives in Support of Educationally Marginalized Children and Youth. Funded by SSHRC ASU Grant.

Publications:

• Spring 2021: ““So the names were pulled / From the depths”: Gregory Scofield’s Poetics of Witnessing” Rising Up Conference Proceedings Publication, edited by Laura Forsythe and Jennifer Markides, DIO Press.
• (Fall/Winter 2020) “We Are Here Now”: The Generative Refusal of Fictional Residential School Diaries” Studies in American Indian Literatures Special Issue: “Sovereign Histories, Gathering Bones, Embodying Land.”
• Spring 2019: “Residential School Photography: From Photographic Propaganda to Empowering Pictures” Research Journeys in/to Multiple Ways of Knowing, edited by Laura Forsythe and Jennifer Markides, DIO Press, 2019. 165-174.
• Spring 2019: “’Bih’kee-yan’: Richard Wagamese’s Keeper’n Me and the Imaginative Renewal of Relationships” Vienna Working Papers in Canadian Studies, Online Journal of The Center for Canadian Studies, University of Vienna. 85-103.