Pre-service educators and anti-oppressive pedagogy: interrupting and challenging LGBTQ oppression in schools

Mitton-Kukner, Jennifer; Kearns, Laura-Lee; Tompkins, Joanne

doi:10.1080/1359866x.2015.1020047

Cited by 33 publications

(42 citation statements)

References 23 publications

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“…However "LGBTQ educators were more likely that CH educators to report that discussing LGBTQ issues would jeopardize their jobs" (p. 21). In previous writing (Kearns et al, 2014a;Mitton-Kükner et al, 2016), we noted that power is at play in social justice education. Pre-service teachers are particularly vulnerable within the power structure of schools.…”

Section: Discussionmentioning

confidence: 63%

“…Building upon our ongoing longitudinal study (Kearns, Mitton-Kükner, & Tompkins, 2014a;Kearns, Mitton-Kükner, & Tompkins, 2014b;Mitton-Kükner, Kearns, & Tompkins, 2016) which investigates the impact of an integrated LGBTQ awareness-raising and ally-building program, Positive Space, as part of compulsory foundations courses (EDUC 433: Sociology of Education and EDUC 435: Inclusion I), we now focus on the experiences of teacher candidates who identified as LGBTQ and social justice advocates. They participated in Positive Space I and II workshops, and further volunteered to take on a leadership role by completing an additional 5-hour "train the trainer" professional development workshop.…”

Section: De Futurs Enseignants Défenseurs Des Droits De La Communautémentioning

confidence: 99%

“…The provincial teachers' organization demonstrated leadership by creating an Equity Committee in 2005 and an Ad Hoc Committee in 2006 mandated to advocate for LGBTQ teachers and students. This provided teacher leadership in professional development and public awareness around LGBTQ education (Mitton-Kükner et al, 2016). In 2013, one union local of the teachers' organization recommended that the Ministry of Education produce a policy on how schools could be inclusive of transgender students.…”

Section: The Canadian Context: Faculties Of Education Pre-service Tementioning

confidence: 99%

“…We note the importance of these courses in supporting pre-service teachers' understanding of the Positive Space program training program. (Mitton-Kükner et al, 2016, p. 20) Elsewhere, we have described in detail the elements of the Positive Space program (Kearns et al, 2014a;Kearns et al, 2014b;Mitton-Kükner et al, 2016). A brief description is included here:…”

Section: The Positive Space Programmentioning

confidence: 99%

“…In our program, we aim to present our teacher candidates with an understanding of power in schools and society, alongside the opportunities they will have within formal and informal curricular spaces to create equity. Issues of power and privilege confront them as they aim to be allies and advocates for LGBTQ students (Kearns et al, 2014a;Mitton-Kükner et al, 2016). They are also immersed in power relations alongside their cooperating teachers who hold significant evaluative power over them.…”

Section: Witnessing Social Justice Practices Enacted In Curricular Spmentioning

confidence: 99%

See 4 more Smart Citations

Teacher Candidates as LGBTQ and Social Justice Advocates through Curricular Action

Tompkins

Kearns

Mitton-Kukner

2018

mje

Self Cite

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Critical challenges facing teacher educators at faculties of education is how to prepare teacher candidates to see schools situated in larger social contexts and support their ongoing learning as social justice advocates. Anti-oppressive work that challenges the marginalization of Lesbian, Gay, Bi-sexual, Transgender, Two-Spirited, Queering and/or Questioning (LGBTQ) youth is critical to this work. The purpose of this paper is twofold, first to understand the impact of the Positive Space program on teacher candidates’ reasons and abilities to act as allies and social justice advocates. Second, we explore the process of teacher candidates becoming knowledgeable, empowered, and action-oriented for, with, and as LGBTQ community members and the ways they challenge heteronormativity and the gender binary through the formal and informal curriculum.

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Section: Discussionmentioning

confidence: 63%

Section: De Futurs Enseignants Défenseurs Des Droits De La Communautémentioning

confidence: 99%

Section: The Canadian Context: Faculties Of Education Pre-service Tementioning

confidence: 99%

Section: The Positive Space Programmentioning

confidence: 99%

Section: Witnessing Social Justice Practices Enacted In Curricular Spmentioning

confidence: 99%

See 3 more Smart Citations

Teacher Candidates as LGBTQ and Social Justice Advocates through Curricular Action

Tompkins

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Mitton-Kukner

2018

mje

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Exploring heterosexism through participatory theater: An experiment

Emert

2023

J Adolescent & Adult Lit

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Using Augusto Boal's Theater of the Oppressed (1985) playmaking structures, students in an undergraduate education course, Educating for Social Justice, developed forum plays—brief improvisational scenes designed to provoke discussions of power imbalances. The plays focused on “gay rights,” a topic the participants self‐selected through guided discussions about injustice. The plays were performed for an English class of tenth‐grade high school students. As a mode of investigating the efficacy of this instructional strategy to spur self‐reflexivity, data about the college students' experiences were collected during each class session and in subsequent semi‐structured group interviews. This article describes the project and the participants' reactions to the invitation to step into the role of ensemble member and play‐maker, as well as the development of their critical consciousness about the effects of cultural bias.

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A multicultural, gender, and sexually diverse affirming school‐based consultation framework

Brown

Naser

Griffin

et al. 2021

Psychology in the Schools

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Gender and sexually diverse (GSD) students face unique challenges in schools due to the privileging of cisgender and heterosexist norms in these settings. In particular, GSD youth who belong to ethnically and racially minoritized groups face further challenges within school environments that disregard their cultural contexts and intersectional identities. It is important for school psychologists to ensure safe and high-quality mental health, educational, and behavioral supports for these students. One possible avenue for building these types of supports is through school consultation. When school psychologists collaborate with other professionals in a culturally competent, participatory way, their work has the potential to bolster behavioral, academic, and mental health outcomes at the individual, group, and/or systems levels. Adapting Ingraham's multicultural school consultation model, this article proposes a multicultural, GSD affirming school consultation framework that also approaches the experiences of racially and ethnically minoritized individuals through the lenses of intersectionality and minority stress frameworks. Across its five domains, this adapted framework aims to give practitioners and researchers a conceptual foundation to support GSD students of minoritized ethnic and racial identities by considering interactions among consultants, consultees, and clients within their wider school contexts.

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Pre-service educators and anti-oppressive pedagogy: interrupting and challenging LGBTQ oppression in schools

Cited by 33 publications

References 23 publications

Teacher Candidates as LGBTQ and Social Justice Advocates through Curricular Action

Teacher Candidates as LGBTQ and Social Justice Advocates through Curricular Action

Exploring heterosexism through participatory theater: An experiment

A multicultural, gender, and sexually diverse affirming school‐based consultation framework

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