Search results for: Social bias
Page 1/2 17 items
This article is part of a larger evaluation study of Reduction of Stigma in Schools (RSIS). The Reduction of Stigma in Schools is a professional development program aiming to empower educators to create affirming environments for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) youth. Interview data indicate that though workshops utilized a critical approach, what teachers embraced was a call to understand and “protect” LGBTQ students through the “safety” discourse and investment in one time “visibility” or “celebration” events as symbols of improved school climate.
Updated: Nov. 25, 2013
In this article, the authors focus on the White teacher education students in their development of what they call a double image. The authors draw on narrative data gathered over eight years of inquiry in a cross-cultural internship that was part of a partnership between Mt. Olivet Baptist Church, a predominantly African American church community, and an Early and Elementary Childhood Masters in Education program at The Ohio State University. The authors use these stories to investigate some of the common beliefs that White teacher education students bring to antiracist, cross-raced work and the way in which these beliefs interfere with the development of more mature double images and more sophisticated perceptions of race, racism, and race relations.
Updated: Aug. 20, 2013
Each of the social sciences that contribute to the field of education has a history of racialized understandings that make their way to both our research and practice.
Updated: Mar. 24, 2013
Core Values and the Identity-Supportive Classroom: Setting LGBTQ Issues within Wider Frameworks for Preservice Educators
In this article, the author discusses how to introduce a new group of teacher education students or other preservice educators to the research about lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth and schooling-related issues. The author believes that educators empowered with strong arguments about the needs of LGBTQ students are best prepared to articulate to their colleagues why the inclusion of LGBTQ issues is a fundamental obligation as educators and is in keeping with the broader mission of any school community.
Updated: Jul. 23, 2012
Getting Queer: Teacher Education, Gender Studies, and the Cross-Disciplinary Quest for Queer Pedagogies
In this autobiographical feminist narrative research, the author considers her queer academic life from the perspective of an “out” lesbian teacher education and queer studies teacher. This is the author's process of the search for queerness—in curriculum, pedagogy, teacher education classes.
Updated: May. 20, 2012
This article explores the ways in which the participants in the Reduction of Stigma in Schools (RSIS) program addressed the workshop objectives in their feedback about the program. Furthermore, the article also investigates the participants' evaluation of the program’s overall effectiveness in helping them feel more knowledgeable about and confident in the work of creating more affirming environments for LGBTQ students.
Updated: Jan. 30, 2012
In this article, the authors analyze ways in which institutional heteronormativity operates in primary schools. The authors report results from their research in UK schools that culminated in a Participatory Action Research project in which practicing teachers explored possibilities for disrupting dominant discourses of sexuality and gender expression.
Updated: Apr. 26, 2011
In the current study, the authors examine how broad heteronormative discourses circulate, become embodied within, negotiated by, and potentially resisted within a university, a college of education, and educators themselves. The authors pay special attention to how heteronormative discourses at Southwestern University (SWU) impact the various roles this college of education undertakes. The findings demonstrate the ways in which the institution of SWU maintains a hostile environment toward LGBTQ individuals.
Updated: Mar. 02, 2011
In this article, the author argues that recognizing the role of subjectivity and bringing in the researcher's positionality as a tool in the research process can not only enhance the ethical integrity of the research but also enhance both the research process and the analysis and interpretation of the data. The author explores the relational dynamics of a qualitative research study in which the author worked with 15 Bosnian adolescent female refugees and 10 Bosnian refugee community members living in New York City. The author's purpose is to explore their understandings of identity after conflict, flight, and relocation.
Updated: Feb. 28, 2011
The author is a white, working middle-class adult queer from the Southwest USA. The author studies Mexican (im)migrant, poor, working, straight adolescent boys in California. The ethnographic encounters between the author and the immigrants carried with them some long-standing and dynamic social narratives that surround relations between and across groups of relative privilege and oppression. These narratives produced 'ethically important moments'. By critically examining his reflexive processes and practices within one of these moments, insights into the workings of social narratives about race, class, and sexuality are revealed.
Updated: Feb. 24, 2011