Training Secondary Teachers to Support LGBTQ+ Students: Practical Applications from Theory and Research

Pennell, Summer Melody

doi:10.1353/hsj.2017.0016

Cited by 17 publications

(12 citation statements)

References 19 publications

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“…Articles that we reviewed described specific training models (e.g., GLSEN Houston, Gender Infinity, Reduction of Stigma in Schools [RSIS]), the pedagogical frameworks that informed them (e.g., critical liberatory feminist pedagogy; queer and anti-racist frameworks; intergroup dialogue), and their demonstrated effects, particularly on teachers' cultivation of empathy, self-efficacy, and motivation to protect individual students (e.g., Parker & Bach, 2009;Payne & Smith, 2012;Schniedewind & Cathers, 2003). Others offered insightful reflections on facilitators' experiences and strategies for readers who might step into facilitators' roles (e.g., Grace & Wells, 2006;Pallotta-Chiarolli, 1999;Pennell, 2017).…”

Section: A Traditional View On Gsd-focused Educator Learningmentioning

confidence: 99%

A Pretty Queer Thing: Thinking Queerly About Teachers’ Gender and Sexual Diversity–Focused Professional Learning

Staley

Leonardi

2020

Journal of Teacher Education

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Studying educators’ processes of learning to queer their practice has prompted us to think differently about our own praxis as teacher educators. Thinking differently has meant bringing the assumptions of queer theory and pedagogy to bear on our understanding of what is involved for teachers as they engage with difficult knowledge surrounding gender and sexual diversity in schools. In other words, it has meant organizing our approach to professional development around the assumption that learning, like pedagogy, is a “pretty queer thing.” In this article, we present a conceptual argument for bringing a queer pedagogical lens to bear on teachers’ professional learning in and beyond gender and sexual diversity–focused contexts.

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Section: A Traditional View On Gsd-focused Educator Learningmentioning

confidence: 99%

A Pretty Queer Thing: Thinking Queerly About Teachers’ Gender and Sexual Diversity–Focused Professional Learning

Staley

Leonardi

2020

Journal of Teacher Education

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“…Engaging students in examining heteronormativity is vital to creating equitable school environments, as it causes students to consider the oppressive structures surrounding them and question how they can challenge these structures (Blackburn & Pennell, 2018). This can be done simply by having students name cisnormative stereotypes and noticing how their physical spaces are heteronormative, which can then cause them to consider how they can queer these spaces and make them more inclusive (Blackburn & Pennell, 2018;Pennell, 2017). This questioning of heteronormativity should thus extend to the school itself as an institution (Meyer, 2007) and to the role of the teacher as implicated in upholding institutional and societal norms (Britzman, 2012).…”

Section: Definitions and Tenets Of Queer Pedagogymentioning

confidence: 99%

Queer Theory/Pedagogy and Social Justice Education

Pennell

2020

Handbook on Promoting Social Justice in Education

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Queer theory and pedagogy can inform social justice education in ways that have teachers and researchers question how their teaching practices and philosophies reinforce social norms such as heteronormativity. Queer theory is post-structuralist, and while it is most often used to analyze queer subjects, it can be used to analyze the social and institutional norms in any subject. Queer pedagogy, stemming from queer theory's call to deconstruct heteronormativity and other boundaries, works to expand the way we look at educational practices and research. Through it, one can examine the norms, boundaries, and limitations of not only curriculum and teaching practices but also schooling and learning as concepts. This chapter first offers a brief history of queer theory and then gives background information on queer pedagogy's origins and recent definitions and manifestations. Then, frameworks for using queer pedagogy specifically with

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“…Visual Cues in the Classroom Pennell (2016aPennell ( , 2016bPennell ( , 2017 highlights the importance of training teachers to recognize and challenge heteronormativity in the classroom and learn how to make their physical classrooms welcoming and more affirming spaces. Specifically, Pennell (2016aPennell ( , 2016b recommends teachers engage in a heteronormativity scavenger hunt wherein one explores their physical space (i.e., their classroom or school building) for overt and implicit signs of heterosexism with the intention of eliminating such signs when possible in order to create safe and welcoming settings for sexual and gender diverse students and their families.…”

Section: Creating Sgdy-affirming Classroomsmentioning

confidence: 99%

How Teachers Can Reduce Bullying of Sexual and Gender Diverse Students

Theodore

Stoker

2020

Violence Against LGBTQ+ Persons

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Bullying of sexual and gender diverse youth (SGDY) in our school systems occurs at alarming rates and is associated with mental health and academic concerns including depression, anxiety, suicidality, lower perceived safety and community at school, increased truancy, and poorer grades. Given the prevalence and negative impact of bullying on SGDY, educators must play an important role in preventing bullying and intervening effectively upon witnessing bullying. This chapter will highlight many effective strategies teachers can adopt to help prevent and respond effectively to bullying of SGDY. Methods for creating classroom environments that are safe and affirming of sexual and gender diversity, such as reducing heterosexist and cisgender bias, fostering prosocial and collaborative learning environments, facilitating school connectedness through group-based and service-learning activities supportive of LGBTQ persons, and adopting teaching materials (e.g., textbooks, lessons,

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Training Secondary Teachers to Support LGBTQ+ Students: Practical Applications from Theory and Research

Cited by 17 publications

References 19 publications

A Pretty Queer Thing: Thinking Queerly About Teachers’ Gender and Sexual Diversity–Focused Professional Learning

A Pretty Queer Thing: Thinking Queerly About Teachers’ Gender and Sexual Diversity–Focused Professional Learning

Queer Theory/Pedagogy and Social Justice Education

How Teachers Can Reduce Bullying of Sexual and Gender Diverse Students

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