Source: Teaching and Teacher Education, Volume 25, Issue 3, April 2009, Pages 383-390
The paper offers an alternative to normative teacher education that excludes meaningful sexuality and gender education from its curriculum. It presents a critical teacher education multicultural curriculum based in the United States that included an auto-ethnographic narrative assignment as reflective space for teacher candidates to consider their identities as shaped by lived experiences with gender and sexuality. The paper uses a categorical analysis of a cohort of 38 teacher candidate auto-ethnographies. It discusses the insights revealed about their lived histories. Patterns included gender identification, hetero-normativity, patriarchy, sex education, schooling experiences, teacher complicity, and teacher identity effects and sense of agency along with implications for educating future teachers.