Identity Shifts: Queering Teacher Education Research

Hermann-Wilmarth, Jill M.; Bills, Patricia

doi:10.1080/08878730.2010.508324

Cited by 30 publications

(7 citation statements)

References 2 publications

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“…This pedagogical approach has been proved to be very useful in education (e.g. Hermann-Wilmarth & Bills, 2010;Bower & Sature, 2012;Kuzmic, 2014;Taylor & Coia, 2014;Murray, 2015;McEntarfer, 2016;Staley & Leonardi, 2016) since it enables students to conduct more inclusive discussions and to question the hegemony of heterosexuality rather than only discussing subordinate gender and sexual identities in an uncritical way without challenging power relationships in society (Foucault, 1976; in ESL see Nelson, 2002). In fact, a universalising approach may actually be more 'inclusive' than simply validating subordinate sexual identities, because it allows for a wider range of experiences and perspectives to be considered.…”

Section: Theoretical Framework: Queer Theory and Transformative Pedagogymentioning

confidence: 99%

Training in gender and sexual identities in EFL teaching. Participants’ contributions

Barozzi

Cecilia

2020

Onomázein

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Training in gender and sexual identities in EFL teaching. Participants' contributions 85 This paper is based on a training course which took place at the University of Granada (Spain) with the general purpose of introducing and discussing queer issues in EFL (English as a Foreign Language) teaching. The specific aim was to empower primary and secondary school pre-service EFL teachers in order to take pedagogical action in favour of LGBTIQ+ persons' equity. In this action research study, emphasis was put on practical activities, including the production of original queer teaching materials, and class interactions based on queer theory and transformative pedagogy. Qualitative data, emerged from the participants' written and oral course evaluations as well as class observations, were examined through thematic analysis, which served to improve further editions of the course. The main results of this study suggest that this type of training should begin in early childhood education, that it is necessary to train EFL (as well as any other discipline) pre-service teachers in these issues and that progressive Spanish legislation for LGBTIQ+ people might not be sufficient in itself unless it is adequately implemented in education.

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Section: Theoretical Framework: Queer Theory and Transformative Pedagogymentioning

confidence: 99%

Training in gender and sexual identities in EFL teaching. Participants’ contributions

Barozzi

Cecilia

2020

Onomázein

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“…Teacher education curriculum must become more inclusive of sexual and gender minorities and their lived experiences. Scholars interested in how topics of diversity and identity are addressed in teacher preparation program have found that gender and sexuality, along with queer theory perspectives, are routinely underrepresented in curricula [42,43]. In a 2007 survey of program coordinators, Jennings [44] found that 8.6% of programs did not address sexual orientation at all, while two thirds of programs reported this topic as the lowest priority in terms of "form[s] of diversity" (p. 1261).…”

Section: Recommendations For Teacher Educatorsmentioning

confidence: 99%

Understanding Identity and Context in the Development of Gay Teacher Identity: Perceptions and Realities in Teacher Education and Teaching

Haddad

2019

Education Sciences

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The way a teacher perceives relational justice—the feeling of being treated equitably and being included—in their work context is central to understanding the negotiation and enactment of teacher identity. For LGBTQ teachers, the degree to which they are out of the closet with their students and colleagues leads to many possible outcomes. These outcomes, ranging from feeling like they need to live duplicitous lives to being activist teachers that subvert the heteronormative assumptions in schools and curricula, are studied here by examining the identity development of a group of gay teachers and their perceptions of the schools in which they work. This article is based on a dissertation study that theorized that the heteronormative nature of teacher education is a limiting factor for gay teachers’ abilities to work and thrive in school contexts. The study included in depth case studies of four gay teachers and their journeys as gay men and teachers. The goal of the study was to answer the question: Does the enactment of gay teacher identity interrupt heteronormativity in schools? The study also sought to answer two ancillary questions: (1) How do gay teachers negotiate gay teacher identity in schools? and, (2) How do school contexts impact gay teachers’ perceptions of identity-based motivation and relational justice? This article will focus on Peter Ryan’s (pseudonym) case study, specifically because of its emblematic nature in summarizing the intent and implications of the overall study.

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“…Although California has passed The Fair, Accurate, Inclusive and Respectful (FAIR) Education Act (SB 48, 2011), many teacher preparation programs do not provide courses or resources for teachers to implement this law within their own classrooms. Little research has explored the specific experiences of queer teachers of color in K-12 schools, and most teacher preparation programs do not provide LGBT-inclusive curricula for their novice teachers (Szalacha, 2004;Hermann-Wilmarth & Bills, 2010). Our research aims to address this gap in teacher education in order to better prepare and support QTOC within the K-12 classroom setting.…”

Section: Study Purpose and Contextmentioning

confidence: 99%

Queer Teachers of Color Exploring and Developing Personal and Professional Identities

Mattheis¹

2019

Proceedings of the 2019 AERA Annual Meeting

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This study utilized a theoretical lens based on and intersectionality (Crenshaw, 1991) and Queer of Color Critique in Education (Brockenbrough, 2015) to examine the narratives of eight Queer Teachers of Color enrolled in a Queer Studies in Education course at a Minority-Serving Institution. A collaborative analysis of interviews with these teachers revealed shared and unique understandings about their own identities and their lived experiences within K-12 educational settings, based on their multiple socioculturally constructed identities. This study highlights the personal stories of QTOC and the importance of different learning modalities and demonstrates how self-reflection can be used to pass on knowledge to others in their surrounding community.These narratives encourage other collective work for instructional transformation.

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Identity Shifts: Queering Teacher Education Research

Cited by 30 publications

References 2 publications

Training in gender and sexual identities in EFL teaching. Participants’ contributions

Training in gender and sexual identities in EFL teaching. Participants’ contributions

Understanding Identity and Context in the Development of Gay Teacher Identity: Perceptions and Realities in Teacher Education and Teaching

Queer Teachers of Color Exploring and Developing Personal and Professional Identities

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