Search results for: Social attitudes
Page 1/2 12 items
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
Still Flies in Buttermilk: Black Male Faculty, Critical Race Theory, and Composite Counterstorytelling
The current essay employs composite counterstorytelling to narrate the experiences of black male faculty on traditionally white campuses. Through the protagonist, who is a black male Assistant Professor, the authors reflect on how his daily experiences incite racial battle fatigue, feed into imposter syndrome, and circumvent an inclusive campus community.
Updated: Apr. 13, 2015
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
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
In this article, the author focuses on African American undergraduates to illuminate the consequences of situated White academic beliefs, procedures, and traditions on social and academic life at predominantly white institutions (PWIs). The author proposes White institutional presence (WIP) as a framework that can enhance understanding of embedded ideologies of Whiteness and provide a meaningful guide for institutional reflection. The manifestation of WIP can be categorized into four intricately linked attributes: White ascendancy, monoculturalism, White blindness, and White estrangement.
Updated: Apr. 04, 2012
'We Are So Over Pharaohs and Pyramids!' Re-Presenting the Othered Lives with Young People through An International Studies Program
The current article focuses the international presenters' interpretation of and reaction to the program through their interaction with the students. The article is based on a year-long implementation of an international studies program in a rural middle school using videoconferencing technology. The author emphasizes the ways that the presenters' assumptions and beliefs affect their (re)construction of their own cultures.
Updated: Mar. 09, 2011
In this article, the author seeks to represent a concept which is described by Deleuze and Guattari as movement that is simultaneous, asymmetrical, instantaneous, unfinalized, zig-zag. This movement is Deleuze and Guattari's concept of difference, that which they name becoming. To put this concept of becoming to work, the author uses three texts. One of the texts is a short excerpt from the author's fieldnotes taken during her ethnographic research on the subject formation of adolescent girls. Deleuze and Guattari's concept of becoming allows the author to explore Jesse's unique difference, to privilege her specificity.
Updated: Mar. 01, 2011
This auto-ethnographic narrative presents the experiences of a teacher educator who came out to his preservice teachers. The author claims that preservice teachers need to understand the beliefs and practices of families and cultures that are unlike their own. The author concludes that when queer teacher educators embrace what makes them who they are; it is only then that they can, in equal measure, inspire their preservice teachers.
Updated: Jan. 23, 2011
This paper examines the interconnection between a queer teacher educator and a lesbian preservice teacher in Australia as they work collaboratively to break the discursive silence of queerness in teacher education. The queer teacher educator, who is the author of this article, and a lesbian preservice teacher framed their research methodology and used Queer life narrative model. The article is a call for dialogue about ways for queer teacher educators to support queer preservice teachers, who often must navigate their queer identities in both the university and K–12 environment concurrently.
Updated: Jan. 23, 2011
Drawn from a larger study examining the experiences of lesbian teachers working in high schools across New South Wales (NSW), Australia, this article examines the ways in which interpersonal anti-lesbian harassment marginalises lesbian teachers. Although anti-lesbian harassment can silence individuals, this paper illustrates that it also serves to catalyse the active embodiment and expression of sexual subjectivity.
Updated: Aug. 03, 2010