Learning from preservice teachers’ responses to trans-themed young adult literature: improving personal practice in teacher education

Parsons, Linda T.

doi:10.1080/01596306.2015.1084105

Cited by 15 publications

(12 citation statements)

References 18 publications

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“…Trans inclusion is needed in education about bodies and puberty (Jones et al, 2016 ), though with care not to limit inclusion to Relationships and Sex Education, which can be pathologising (Formby, 2015 ; Carlile, 2019 ). Trans positive representation in literature provides a “pedagogy of possibility” (Bittner et al, 2016 , 2) that disrupts cisnormativity (Cumming-Potvin and Martino, 2018 ) showing trans people “as part of vibrant, supportive communities, living fulfilling, and productive lives” (Parsons, 2016 , 11). Trans representation in history, showing historic fights for rights and visibility, helps validate and give hope to trans pupils, whilst also raising acceptance from cis peers (Snapp et al, 2015 ).…”

Section: Global Literature Review On Trans Children In Educationmentioning

confidence: 99%

“…Teacher education and training needs to move beyond basic education on the existence of trans people and on transphobic bullying (Meyer and Stader, 2009 ; Parsons, 2016 ; Bartholomaeus and Riggs, 2017a ). Trans pupils wanted teacher training to help ensure staff take action to tackle cisnormativity in educational systems and classrooms, improving equality of opportunity for trans pupils (McGuire et al, 2010 ; Frohard-Dourlent, 2018 ).…”

Section: Global Literature Review On Trans Children In Educationmentioning

confidence: 99%

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Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

Horton

2020

Front. Sociol.

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As more trans children find the confidence to make themselves known in our primary and secondary schools, school teachers and administrators look for guidance on how to best support trans pupils. This article synthesises findings from global literature on trans children in primary and secondary education (K1-12 in the US), extracting key themes and conclusions. It then examines the most recent UK school guidance documents on trans inclusion, assessing which lessons and recommendations from global literature are represented. The article highlights existing good practices in visibility and representation and in protection from violence and harassment. Several areas where additional effort is needed are identified, including action on environmental stress and cisnormativity, addressing barriers to school trans-inclusivity and institutional accountability. A number of important shifts are called for: from adaptation on request to pre-emptive change; from accommodation to a rights-based approach; from pathologisation to trans-positivity. Finally, the article raises expectations on what it means to be an ally for trans children in education.

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Section: Global Literature Review On Trans Children In Educationmentioning

confidence: 99%

Section: Global Literature Review On Trans Children In Educationmentioning

confidence: 99%

Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

Horton

2020

Front. Sociol.

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“…Overall, scholars advocate for expanded inclusion of LGBTQ issues in multicultural teacher education and teacher professional development (Case & Meier, 2014;Dykes, 2010;Gorski et al, 2013;Hansen;Kitchen & Bellini, 2012;Payne & Smith, 2010. Few studies have specifically focused on how PSTs understand trans and gender-creative identities (Blair & Deckman, 2019;Parsons, 2016). This study aims to contribute to this nascent field by specifically exploring how PSTs understand their role in supporting trans and gender-creative students in their future classrooms.…”

Section: Teacher Education: Missing Trans and Gender-creative Identitiesmentioning

confidence: 99%

“Distressing” Situations and Differentiated Interventions: Preservice Teachers’ Imagined Futures with Trans and Gender-Creative Students

Blair

Deckman

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Teachers can help ensure trans and gender-creative students’ opportunity for, and equal access to, education, yet the field of educational research has just begun to explore how teachers understand trans and gender-creative students’ experiences and negotiate their responsibilities to protect these students’ rights. Purpose/Objective/Research Question/Focus of Study This article aims to address this essential gap by exploring preservice teachers (PSTs’) understandings of, and preparation for, creating supportive educational contexts for trans and gender-creative students, guided by the following research question: How do PSTs construct their responsibilities as future teachers to support trans and gender-creative students? Ultimately, this study aims to inform the development of effective teacher education curricula and related policy on trans and gender-creative identities. Participants Participants were 183 undergraduate preservice teachers enrolled in 10 sections of an educational equity course. Research Design We conducted a qualitative, inductive, thematic online discourse analysis. Using a queer, social justice teacher education framework, we qualitatively analyzed 549 online PST-authored posts. Findings/Results Three themes emerged: (1) PSTs voiced discomfort negotiating conflicting values and roles in supporting trans and gender-creative students, and PSTs suggested (2) individualized, differentiated interventions, and (3) community education approaches to promote comfort for trans and gender-creative students—strategies that may reinscribe normative, institutionalized views of gender identity. Conclusions/Recommendations Findings suggest the pressing need for innovative teacher education on gender identity and fluidity: PSTs need more opportunities to learn about supporting trans and gender-creative students, to critically consider constructs of gender and sexuality, and to explore how systemic gender oppression intersects with other forms of oppression through schooling practices.

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“…Others have used YAL in teacher preparation to facilitate discussions of and learning about issues such as bullying and suicide (Pytash, 2013), race (Glenn, 2012), perspective recognition and empathetic reading (Cook et al , 2017), queer pedagogies (Bach, 2016), LGBTQ literature (Greathouse and Diccio, 2016; Malo-Juvera, 2015), social justice teaching and positionalities (Cook and Bissonnette, 2016; Glasgow, 2001), global perspectives on diversity (Duran, 2015), death and dying (Sams and Cook, 2018), and so forth. TEs have also used YAL in self-studies of their teacher preparation programs and courses (Parsons, 2006) and to critically reflect on their own teaching (Miller, 2008). Likewise, Shanahan and Dallacqua (2018) used a critical literacy approach to YAL to help PSTs consider how to engage their future students in questioning the texts and social issues that surround them.…”

Section: Young Adult Literature and Teacher Educationmentioning

confidence: 99%

(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education

Sams

Cook

2019

ETPC

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Purpose The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools. Design/methodology/approach The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection. Findings Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity. Originality/value In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.

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Learning from preservice teachers’ responses to trans-themed young adult literature: improving personal practice in teacher education

Cited by 15 publications

References 18 publications

Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

“Distressing” Situations and Differentiated Interventions: Preservice Teachers’ Imagined Futures with Trans and Gender-Creative Students

(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education

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