Search results for: LGBTQ
Page 2/3 27 items
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
Broadening Views of Social Justice and Teacher Leadership: Addressing LGB Issues in Teacher Education
This case study explores the immediate impact of LGB-themed instruction by examining graduate education students’ written reflections following a guest lecture on LGB-related educational issues. The participants in this study were the instructor who was a heterosexual woman, two guest speakers who were two gay men, and 18 credentialed, master’s degree education students. The results of the current study indicate that teachers are more likely to establish and implement inclusive policies and practices in their classrooms in response to LGB-themed instruction.
Updated: Jul. 09, 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
The Impact of a Combined Cognitive–Affective Intervention on Pre-service Teachers’ Attitudes, Knowledge, and Anticipated Professional Behaviors regarding Homosexuality and Gay and Lesbian Issues
The purpose of the current study was to examine the effectiveness of a combined cognitive–affective intervention on female pre-service teachers’ attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues, as they relate to students and their families. Sixty-seven female preservice teachers were randomly assigned either to a control group or an experimental group. Following a combined cognitive–affective intervention, female pre-service teachers showed improved knowledge and more positive attitudes toward gay men and lesbians. However, pre-service teachers who did not participate in the intervention did not evidence any change in attitudes.
Updated: Nov. 24, 2011
This article examines the ways that a group of US pre-service teachers expressed and challenged each other's contradictory discourses about teaching for social justice. Particularly significant are the many ways that this group of students enacted subject positions around race and sexuality as various combinations of African American, White, gay, straight, lesbian, Christian, and as members of this class. This research demonstrates the ways that social justice teacher education differentially positions people who have been historically marginalized and how it can at times reify a hierarchy of marginality.
Updated: Jun. 13, 2011
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
This article presents the experiences of a Latina professor and a gay, Latino university student in a writing project for an elementary reading credential course. The project focuses on the student's negotiation of sexual identity in writing. The findings suggest that the power behind the written text can be transformational and healing. The act of writing, the environment, and the instructor contributed to the documented works of survival, hardships, strength, and love.
Updated: Jan. 23, 2011
The authors initially were concerned with the climate in their teacher education program for lesbian, gay, bisexual, and transgendered (LGBT) preservice teachers. The authors interviewed five lesbian and bisexual preservice teachers and then created a focus group that met monthly over a period of two years. The authors use queer theory and autoethnography to explore what queer research in teacher education could look like, and how research with queer subjects by queer subjects can inform teacher education practices. The authors' focus is not the identities of the participants, but how, through work with queer preservice teachers, the authors' identities as researchers and teachers were queered.
Updated: Jan. 23, 2011