- Assistant Professor
Dr. Callaghan was born in Prince Edward Island and raised in Calgary. She has enjoyed a varied teaching career with over ten years of experience in national, international, rural, urban, Catholic and non-Catholic environments. Dr. Callaghan completed a joint doctoral degree in two graduate programs at The University of Toronto: 1) The Curriculum Studies and Teacher Development Program in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education (OISE/UT), and 2) The Graduate Collaborative Program in Women and Gender Studies with the Women and Gender Studies Institute in the Faculty of Arts and Science.
When a promising drama student in the Catholic high school where Dr. Callaghan was teaching committed suicide in 2004 after suffering several months of homophobic bullying due to his sexual orientation, she decided to take action regarding the Catholic school system’s sanctioned and institutionalized homophobia by engaging in research about it. The overarching goal of Dr. Callaghan’s research agenda is to integrate theory and practice so that educational stakeholders become motivated to free members of sexual minority groups from religiously-inspired heterosexist oppression. Dr. Callaghan’s area of specialization is anti-oppressive qualitative research methodologies in the field of anti-homophobia education.
The Catholic Closet: A Comparative Study of Resistance to Homophobia in Catholic Schools
Dr. Callaghan’s current study is a comparative cross-case analysis of Catholic school systems in Australia, Canada, New Zealand, and the United Kingdom vis-à-vis sexual minority groups. This study broadens the parameters of Dr. Callaghan’s research agenda by extending beyond Canada’s borders into a global discourse of resistance to heterosexist oppression. It aims to uncover the causes and effects of clashes between Catholic canon law and the common laws of the aforementioned nations regarding sexual minorities – clashes which are increasingly being played out in Catholic schools.
PhD in Education and Women and Gender Studies
University of Toronto
Master of Education
University of Alberta
Bachelor of Education
University of Calgary
Bachelor of Arts in English
University of Calgary
Dr. Callaghan has served as a facilitator with support groups for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth in Calgary, Edmonton, and Toronto. Since its inception, She has volunteered for Camp FYrefly, a summer camp for LGBTQ youth. As a member of the Alberta Teachers’ Association’s Sexual Orientation and Gender Identity Committee, Dr. Callaghan has provided input on professional development workshops designed to build safe and caring classrooms, schools, and communities. Dr. Callaghan currently serves as an Ambassador for the Canadian Association for the Study of Women and Education (CASWE) at the University of Calgary Faculty of Education.
Callaghan, T. D. (2007). That’s so gay: Homophobia in Canadian Catholic schools. Saarbrücken, Germany: VDM Verlag Dr. Müller.
Callaghan, T. D. (in press). The real gay agenda: Exposing the holy homophobia of Canadian Catholic schools. In G. Walton (Ed.), The gay agenda: Claiming space, identity, and justice. New York, NY: Peter Lang.
Callaghan, T. D. (2012). Holy homophobia: Doctrinal disciplining of non-heterosexuals in Canadian Catholic schools (Doctoral dissertation, University of Toronto, Canada). Retrievable from http://hdl.handle.net/1807/32675
Lund, D. E., & Callaghan, T. D. (2012). Homophobia. In J. A. Banks (Ed.), Sage encyclopedia of diversity in education. Thousand Oaks, CA: Sage.
Callaghan, T. D. (2010). David versus. Goliath: Addressing contradictory Catholic doctrine head on [Review of the book Creating safe environments for LGBT students: A Catholic schools perspective]. Journal of Lesbian, Gay, Bisexual, and Transgender Youth, 7(1), 85-90.
Callaghan, T. D. (2009). The historical, philosophical and sociological foundations that contribute to the institutionalization of homophobia in Canadian Catholic schools. In J. Nahachewsky & I. Johnston (Eds.), Beyond presentism: Re-imagining the historical, personal, and social places of curriculum, (pp. 61-72). Rotterdam, The Netherlands: Sense.