Narrative repair in teacher education:Restorying painful histories and “damaged” queer teacher identity

Understanding Queer Filipino University Teachers' Queering Efforts in the English Classroom

“…With these views, it can be assumed that queer teachers tend to be motivated and content in their profession if they feel valued and supported by their school administration. In practice, queer teachers who feel comfortable being out at school can provide positive representation for LGBTQIA+ students, fostering a sense of acceptance and value in them and empowering them through demonstrating representational justice and disrupting heteronormativity (Coleman, 2020). Relatedly, Govender (2017) argues that coming out can be a powerful pedagogical tool for challenging heteronormativity and promoting LGBTQ+ inclusion in schools.…”

“…Because students also balance and develop “multiple identities pertaining to their religion, sexuality, race, class, and gender” (Lin et al., 2020, p. 14) in schools, safe and inclusive learning environments allow them to fully explore and make sense of themselves. As language aids world‐building, learning the world through inclusive language and gender‐transformative pedagogy allows the students to resist discriminatory and heteronormative practices and minimizes the stigma inflicted on persons of diverse SOGIE (Coleman, 2020). However, according to Tarrayo and Salonga's (2022) study, some students, particularly those who had little exposure to LGBTQIA+ issues in their school lives or in the dominant normative discourses reinforced in their daily encounters, may react with close‐mindedness and be unaccepting of efforts to deal with concepts and emerging views on queerness, especially if they come from conservative backgrounds with strong morality standards .…”

“…Guijarro-Ojeda et al (2021) stated that the "interrelation of sexual orientation with being foreign language specialists was almost unanimously positive and favored their psychological and teacher wellbeing" (p. 19). This has been evident not only through integrating their gender-transformative causes in to pedagogy or freely expressing their gender identity (Guijarro-Ojeda et al, 2021;Lin et al, 2020) but also through empowering students by representational justice and disrupting heteronormativity (Coleman, 2020), meaningfully engaging them through relatable aspects of gender identity in language education (Cahnmann-Taylor, Coda, & Jiang, 2021), and fostering an inclusive classroom culture (Aquino, 2015).…”

“…They balance and develop “multiple identities pertaining to their religion, sexuality, race, class, and gender” (Lin et al., 2020, p. 14). They encounter school‐related gender‐based violence (SRGBV), such as “coming out” or negotiating their gender identity (Coleman, 2020; Dykes & Delport, 2018); confirming with heteronormativity set by school administrators and parents (Lin et al., 2020); experiences of “othering” as they are invisibilized or maliciously targeted through institutional violence (Dykes & Delport, 2018); and bullying and SOGIE‐based discrimination, which may affect their everyday working conditions and professional advancement (Competente, 2020; Lin et al., 2020).…”

Experiencing the cycles of love in teaching: the praxis of an early career Asian American ELA teacher

“…To tell a story is to express one’s “mode of knowing”, and we aimed to explore the ways Nora’s narratives of her initial years of teaching explicated her knowing and her experience as our method of inquiry (Barrett and Stauffer, 2009). In educational research, for teachers, teacher educators and students, stories and restories can be speculative and advance (re)imagined futures for those whose identities have been systematically oppressed in the past and present (Thomas and Stornaiuolo, 2016; Toliver, 2020); stories can also lead inquirers through processes of narrative repair to address pain in the damage narratives that shape educational experiences (Coleman, 2023). Therefore, we sought this methodology for our inquiry into the reflective elements, or tellings, of Nora’s critical praxis in her initial two years of teaching ELA.…”