Search results for: LGBTQ
Page 1/3 27 items
This article explores the experiences of six nonbinary preservice teachers of diverse gender expression and racial and class backgrounds. Each was enrolled or had recently completed teacher training in North America when the study was conducted in 2018. This qualitative study employed in-depth, phenomenological interviews to prompt participants to reconstruct rich narratives about their experiences as educators. This article uses Sara Ahmed’s concept of the “willful subject” to consider how participants negotiated the relationship between their gender identities as non-binary people and their nascent professional identities as teachers. These beginning teachers expressed concern about succeeding in their teacher education programs and worried about how others perceived them because of the expectation of normative gender implicit in teaching’s professional norms. This expectation was enforced by the profession’s gatekeepers more than by K–12 students and their families, who participants generally described as hospitable or indifferent to having a non-binary teacher. If the profession is to genuinely welcome gender diversity, it must do more than protect trans and gender nonconforming teachers from discrimination and harassment: It must also recognize and work to deconstruct its own gender normativity.
Updated: Jan. 25, 2022
The current study examined multiple factors in predicting whether preservice teachers felt self-efficacious for instructing lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. Among the predictive factors, heterosexist beliefs had the strongest relationship with self-efficacy for teaching LGBTQ students, with participants who reported lower levels of heterosexism demonstrating higher self-efficacy. Contrary to expectations, general teacher self-efficacy was not a strong predictor of self-efficacy for teaching LGBTQ students. Implications for these findings suggest that teacher-training programs should include components that focus on developing preservice teachers’ abilities to work with LGBTQ students, including addressing future educators’ heterosexist beliefs.
Updated: Jan. 25, 2022
Sexualities of Initial Teacher Education Applicants in the Republic of Ireland: Addressing the Hidden Dimension of Diversity in Teaching
The present paper examines initial teacher education (ITE) students’ sexual orientations and the intersections of students’ sexualities, socio-demographic backgrounds and career motivations. The findings reveal that although LGBT people experience considerable covert and overt social, institutional and religious barriers when applying for and entering ITE programmes in Ireland, they are highly motivated and committed to a teaching career. Their strong desire to change the of young people, together with their personal experiences of schooling uniquely position them to challenge and disrupt heteronormativity and sexual discrimination in schools and in ITE.
Updated: Oct. 18, 2017
Making It Better for Lesbian, Gay, Bisexual, and Transgender Students through Teacher Education: A Collaborative Self-Study
In this self-study, two educators – a university professor and a classroom teacher, who facilitated a workshop titled “Sexual Diversity in Secondary Schools” in a faculty of education in a mid-sized Ontario city – reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. The authors conclude that the two-hour Sexual Diversity in Secondary Schools workshop that they presented in a Bachelor of Education program is one example of how LGBT issues might be taught to teacher candidates. Through this self-study, they came to better understand their students and ourselves. They discovered that teacher candidates are increasingly receptive to discussion of LGBT issues, particularly when portrayed in a manner that is respectful and open.
Updated: Jan. 15, 2017
This study describes one novice teacher’s efforts to advocate on behalf of LGBT students despite the resistance that she faced from sociocultural factors influencing her students, classroom, and her teaching practices.
Updated: Jul. 07, 2015
This article investigates primary school teachers’ reflections on addressing the topic of same-sex families and relationships in their classrooms. Specifically, the authors examine teachers’ potential use of texts, such as picture storybooks, which introduce representations of same-sex relationships and desire. Attention is drawn to the regulatory surveillance of the parental gaze and the silencing and marginalization of sexual identity issues. The authors are interested to illuminate the ways in which the micro politics of teaching about queer families and relationships are inextricably linked to broader macro processes governing the institutionalizing influences of heteronormativity, heterosexism and homonegativity.
Updated: May. 11, 2015
Recognition, Responsibility, and Risk: Pre-service Teachers’ Framing and Reframing of Lesbian, Gay, and Bisexual Social Justice Issues
This article analyzes the ways pre-service teachers (PST) conceptualize justice to further understand how teacher educators might communicate ideas about LGB inclusion to their students and understand the complexities of enacting a social justice framework for LGB issues. It utilizes Fraser’s theory of justice to consider curricular change. The findings reveal that PSTs viewed homophobia as an individual value that negatively affected students’ lives, and viewed adults as being primary perpetuators of homophobia. The authors argue that this occurs because sexuality injustice is framed through homophobia, not heteronormativity. The use of Fraser’s framework illustrates the different natures of justice-oriented claims posed by marginalized groups. It also suggests ways for teacher educators to consider curriculum beyond homophobia and individual protections to greater exploration of structure and transformational approaches.
Updated: Feb. 15, 2015
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
“The Changers and the Changed”: Preparing Early Childhood Teachers to Work With Lesbian, Gay, Bisexual, and Transgender Families
This article is aimed to examine the learning process and transformation of early childhood teacher education students in a course on family equity. The authors present the findings the discussion on how courses on family equity can and should be incorporated into teacher education programs.
Updated: May. 28, 2013
This article describes a project which was designed to examine how teacher preparation programs address LGBTQ-related course content, attitudes toward gender identity and sexual orientation, and their ability to teach about LGBTQ lives and communities. The authors conducted an electronic assessment of all 57 Illinois teacher education programs. The authors found that their report generated a dialogue on campuses among faculty, among teacher education and other departments within the university, and among students, faculty, and administration.
Updated: Oct. 15, 2012