2015
DOI: 10.1080/00131946.2015.1033517
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It's a Balancing Act: TheGoodTeacher andAllyIdentity

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Cited by 9 publications
(6 citation statements)
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References 48 publications
(31 reference statements)
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“…Although Tillmann-Healy (2001) research into gay and straight friendships and Gorman-Murray's (2013) study on gay-straight friendships demonstrate the power of proximity and situatedness for enacting attitudinal change and advocating for LGBTQ issues, it would, we suggest, also have an effect on how allies position themselves within their existing social networks (Smith, 2015). Being visible as an ally, it seems, is not only an act of world re-/making, but also of self re-/making.…”
Section: Allyship: What Is It? What Does It Mean?mentioning
confidence: 69%
“…Although Tillmann-Healy (2001) research into gay and straight friendships and Gorman-Murray's (2013) study on gay-straight friendships demonstrate the power of proximity and situatedness for enacting attitudinal change and advocating for LGBTQ issues, it would, we suggest, also have an effect on how allies position themselves within their existing social networks (Smith, 2015). Being visible as an ally, it seems, is not only an act of world re-/making, but also of self re-/making.…”
Section: Allyship: What Is It? What Does It Mean?mentioning
confidence: 69%
“…Chapter Seven: Towards a Queer/ing Teacher Professionalism Lesbian, gay, bisexual, transgender, and intersex teachers face exceptional constraints around identity and expression in response to the discourses of teacher professionalism that are reinforced through institutional texts, legislation, and media discourses. Such discourses position gender and sexual diversity as inappropriate in the classroom, particularly when shared with students, and suggests that queerness poses a threat not only to the "innocence" of the child, but to the family unit as well (Edelman, 2004;Halberstam, 2011;Russell, 2010;Smith, 2015).…”
Section: Discussionmentioning
confidence: 99%
“…As such, control was enacted through the policing of language, deeming conversations of sexuality as largely inappropriate and particularly so within specific relationships established through fiduciary obligation (i.e. teachers and students, parents and children) (Foucault, 1990;Smith, 2015). This power continues to function through silencing and secrecy, especially in the withholding of information about sexuality from children and youth (Rubin, 1984).…”
Section: Discourses and Silencementioning
confidence: 99%
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“…They may include high intelligence-analytic ability, capacity to gain subject-matter expertise and to master education-related knowledge; teaching skills-explaining ideas and concepts clearly, motivating and sustaining student interest, using active-learning techniques, and acting as a facilitator to encourage and guide learning; interpersonal skills-classroom management capability, caring, empathy, and tolerance for diversity; motivation-having passion and reasons for being a teacher; and so on (Connell, 2009;Darling-Hammond & Baratz-Snowden, 2005;L. Liu, 2009;Smith, 2015). Likewise, teachers on staff who are unintelligent, untrained, unmotivated, burnt out, and so forth are likely to be conducive to poor student achievement and precluding staff development and growth (Nixon, Packard, & Dam, 2016;Ruth, 2014;Winters, 2012).…”
Section: Ensuring Teachers' Suitability For the Jobmentioning
confidence: 99%