Queer Youth as Teachers: Dismantling Silence of Queer Issues in a Teacher Preparation Program Committed to Social Justice

Stiegler, Sam

doi:10.1080/19361650802223227

Cited by 16 publications

(6 citation statements)

References 1 publication

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“…Participants indicated positive valuations of the workshops and noted the need for these types of safe spaces, especially in light of the high degree of homophobia experienced within their academic program. Stiegler (2008), writing about the failure of teacher education programs to address queer issues and support young queer teachers, questioned the effect that this neglect might have on queer student teachers' "teacher identities" and their ability to address homophobia in their future practice. Our workshops are one response to this neglect.…”

Section: Discussionmentioning

confidence: 97%

Easing the Transition for Queer Student Teachers From Program to Field: Implications for Teacher Education

Benson

Smith

2014

Journal of Homosexuality

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Tensions exist between what some queer student teachers experience in the university setting, their lives in schools during field placements, and upon graduation. We describe a series of workshops designed for queer student teachers and their allies that were conducted prior to field placement. Participants revealed high degrees of satisfaction with the program and increased feelings of personal and professional self-efficacy. Participants reported high levels of experienced homophobia in their academic programs; as such, the workshops were a valuable "safe space." These workshops appear to fill a significant gap for queer students and their allies in teacher preparation programs.

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Section: Discussionmentioning

confidence: 97%

Easing the Transition for Queer Student Teachers From Program to Field: Implications for Teacher Education

Benson

Smith

2014

Journal of Homosexuality

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“…On the other hand, histories of abjection and norms of professionalism render them suspect. In the teacher education literature, researchers argue that becoming a teacher requires of LGBTQ+ people tricky and often taxing emotional work (Ferfolja, 2018;Nixon & Givens, 2004;Stiegler, 2008), what Evans (2002) calls a "negotiation of self. "…”

Section: Gender and Sexuality In The Professionmentioning

confidence: 99%

Nonbinary Beginning Teachers: Gender, Power, and Professionalism in Teacher Education

Iskander¹

2021

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In recent years, Canadian and U.S. schools have increased efforts to recognize gender diversity and reduce gender-based harassment, in large part because a growing number of young people are coming out as transgender or nonbinary in adolescence. However, little research explores nonbinary teachers’ experiences or investigates barriers to their entry into the profession. Purpose: This article begins to fill this gap by showing how six nonbinary beginning teachers navigated gender expectations, worked to appear professional, and negotiated racial and gendered power dynamics in their initial teacher education and preservice teaching. Participants: Participants include six nonbinary preservice teachers of diverse gender expression and racial and class backgrounds who were enrolled or had recently completed teacher education in North America when the study was conducted in 2018. Research Design: This qualitative study employed in-depth, phenomenological interviews. This article uses Sara Ahmed’s concept of the “willful subject” to consider how participants negotiated the relationship between their gender identities as nonbinary people and their nascent professional identities as teachers. Conclusion: These beginning teachers expressed concern about succeeding in their teacher education programs and worried about how others perceived them because of the expectation of normative gender implicit in teaching’s professional norms. This expectation was enforced by the profession’s gatekeepers more than by K–12 students and their families, who participants generally described as hospitable or indifferent to having a nonbinary teacher. If the profession is to genuinely welcome gender diversity, it must recognize and work to deconstruct its own gender normativity.

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“…Emotional labor refers to how queer teachers perform and manage their personal feelings at work or conceal these feelings in pursuit of a “better” professional performance. While some queer teachers resist the gendered social order and schools’ heteronormativity, other teachers surrender to the surrounding homophobic reality, often resulting in lifelong dissatisfaction with their teacher identity (Connell, 2015; Endo et al., 2009; Stiegler, 2008).…”

Section: Queer Invisibility In Educational Settingsmentioning

confidence: 99%

“…Many queer people, as a result, experience heterosexist workplace discrimination and do not come out to their professional networks (Smith and Ingram, 2004). Heterosexism is a system that favors heterosexual and opposite-sex relationships in society and disapproves of and discriminates against same-sex relationships (Stiegler, 2008). This comes as no surprise when queer people work in institutions expecting them either to ''downplay their sexuality'' or to ''conform to narrow stereotypes of gay, lesbian, and bisexual appearance and behavior'' (Connell, 2015: 19).…”

Section: Introductionmentioning

confidence: 99%

Closets and institutions: Queer teacher exclusion in the Israeli high school system

Amoor

2018

Sexualities

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Drawing on an analysis of 12 in-person qualitative interviews with queer, male, Israeli high school teachers, and Israeli queer social and political news stories, this study explores the intersection of queer teachers’ professional and personal sexual identities. The study contends that this intersection is one characterized by exclusion, particularly attributable to institutional homophobia and queer politics situated within the Israeli national regional ground. Utilizing queer and educational discourses regarding teacher identity and institutional homophobia, this article documents and reports on queer teachers’ resistance in the educational system and the navigation of the coming-out process in socio-politically complex Israel.

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Queer Youth as Teachers: Dismantling Silence of Queer Issues in a Teacher Preparation Program Committed to Social Justice

Cited by 16 publications

References 1 publication

Easing the Transition for Queer Student Teachers From Program to Field: Implications for Teacher Education

Easing the Transition for Queer Student Teachers From Program to Field: Implications for Teacher Education

Nonbinary Beginning Teachers: Gender, Power, and Professionalism in Teacher Education

Closets and institutions: Queer teacher exclusion in the Israeli high school system

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