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Queer Inclusion in Teacher Education by Olivia J. Murray Pdf
Queer Inclusion in Teacher Education explores the challenges and promises of building queer inclusive pedagogy and curriculum into teacher education. Weaving together theory, research findings, and practical "how-to" strategies and materials, it fills an important gap by offering a clear roadmap and resources for influencing the knowledge, beliefs, and actions of faculty working with pre-service teachers. While the book has implications for policy change, most immediately, readers will feel empowered with ideas for faculty development they can implement in their own teacher education programs. Looking at both the politics and practices of teacher education and the ways in which queer issues manifest in schools, it is hopeful in suggesting that if teachers and pre-service teachers can critically reflect on homophobia and heteronormativity, they can begin to think about and relate to queer youth in a different, more positive and inclusive way. A Companion Website [http://queerinclusion.com] with additional activities and materials for teacher educators and faculty development and a practical guide enhances the usefulness of the book.
Queer Inclusion in Teacher Education by Olivia J. Murray Pdf
Queer Inclusion in Teacher Education explores the challenges and promises of building queer inclusive pedagogy and curriculum into teacher education. Weaving together theory, research findings, and practical "how-to" strategies and materials, it fills an important gap by offering a clear roadmap and resources for influencing the knowledge, beliefs, and actions of faculty working with pre-service teachers. While the book has implications for policy change, most immediately, readers will feel empowered with ideas for faculty development they can implement in their own teacher education programs. Looking at both the politics and practices of teacher education and the ways in which queer issues manifest in schools, it is hopeful in suggesting that if teachers and pre-service teachers can critically reflect on homophobia and heteronormativity, they can begin to think about and relate to queer youth in a different, more positive and inclusive way. A Companion Website [http://queerinclusion.com] with additional activities and materials for teacher educators and faculty development and a practical guide enhances the usefulness of the book.
Teaching the Teachers by Cathy A. R. Brant,Lara Willox Pdf
Teacher educators have opportunities to include issues of multicultural education, equity, and social justice in the work done with preservice teachers. Including the educational and societal experiences of historically marginalized populations in curriculum creates spaces for teacher educators to model multicultural and social justice based pedagogies, while preparing teachers to work with and work for these students. The most effective way for teacher educators to address the unique perspectives of historically and currently marginalized populations is to integrate various perspectives throughout the curriculum (Grant & Zwier, 2012). Most teacher education programs address diverse populations via an integrated approach. In fact, Sherwin and Jennings (2006) found that potential student experiences regarding social class, race, and special needs populations were typically integrated into the curriculum, however, lesbian, gay bisexual, and transgender (LGBT) issues were not. There is research that demonstrates how carefully planned and implemented educational interventions can have a positive effect on preservice teachers’ knowledge of and attitudes toward gays and lesbians (Butler, 1999). Despite the positive impact of addressing LGBTQ issues as a part of the teacher preparation program, Gorski et al. (2013) found that LGBTQ issues receive significantly less class time than other issues, especially race, and are, in fact, eight times more likely to actually be omitted from multicultural teacher educator courses. The inclusion of LGBT topics is important for a myriad of reasons. Most importantly, studies (GLSEN & Harris Interactive, 2012; Kosciw, Greytak, Diaz, Bartkiewicz, 2010, 2012; Kosciw, Greytak, Palmer, Boesen, 2014; Kosciw, Greytak, Giga, & Danischewski, 2016) have revealed a negative school climate for students who identify as gay, lesbian, bisexual, or transgender; this hostile environment can have dire consequences for these students. The impact of bullying and harassment due to LGBTQ students’ gender and/or sexual identities can produce a number of negative effects, including isolation from friends and family, depression, drug and/or alcohol use and addiction, low selfesteem, lack of engagement in school, academic failure, and fighting (Beam, 2007; Holmes & Cahill, 2004; Kosciw et al., 2010, 2012; Kosciw et al, 2014; Kosciw et al, 2016, Meyer, 2010; Wilkinson & Pearson, 2009). The negative climate does not just come from peer-to-peer negative interactions. In the most recent GLSEN study (Kosciw et al, 2016) it was found that • 57.6% of LGBTQ students who were harassed or assaulted in school did not report the incident to school staff, most commonly because they doubted that effective intervention would occur or the situation could become worse if reported. • 63.5% of the students who did report an incident said that school staff did nothing in response or told the student to ignore it. • 56.2% of students reported hearing homophobic remarks from their teachers or other school staff, and 63.5% of students reported hearing negative remarks about gender expression from teachers or other school staff The aim of this book is to support teacher educators as they engage in the work of preparing pre-service teacher to work with and work for LGBTQ youth through explicit discussions of gender and sexuality. Chapters for this book include personal anecdotes regarding shifts in author’s thinking about including LGBTQ as a part of teacher preparation; specific pedagogical practices employed by authors to present LGBTQ focused material as a part of their coursework; the resistance authors have faced from students, parents and administration and their responses.
Queer Teachers, Identity and Performativity by A. Harris,E. Gray Pdf
What do we mean when we talk about 'queer teachers'? The authors here grapple with what it means to be sexually or gender diverse and to work as a school teacher within four national contexts: Australia, Ireland, the UK and the USA. This new volume offers academics, educators and students a provocative exploration of this pivotal topic.
Exploring Gender and LGBTQ Issues in K-12 and Teacher Education by Adrian D. Martin,Kathryn J. Strom Pdf
Past research on gender and LGBTQ issues in K-12 and teacher education has primarily focused on identifying ways of fostering inclusive and affirmative school communities for non-cis and/or queer students and enabling learning contexts to promote academic learning. Much of this work has attended to theorizing pedagogies and curricula conducive towards such an aim. Yet, despite legal advances for gender equity and LGBTQ rights in diverse global contexts and the increased visibility of LGBTQ issues in mainstream media, non-cis and queer individuals (especially those of color) continue to experience violence, face housing discrimination, employment discrimination, and the denial of service in public businesses. In light of the numerous growing conservative movements to not only roll back legal advances for LGBTQ individuals, but to also promote a culture of homophobia and transphobia, scholars must attend to the myriad ways in which members of the school community can counter such efforts, and how the multiple facets of the educative experience can be conceptualized beyond a paradigm that continues to marginalize gender diverse and LGBTQ individuals. This volume, Exploring Gender and LGBTQ Issues in K12 and Teacher Education: A Rainbow Assemblage, edited by Adrian D. Martin and Kathryn J. Strom, provides examples of empirical inquiries and theorizations that explore how schools can function as more than safe academic environments for gender diverse and LGBTQ students. The contributing authors attend to classrooms and educative contexts as spaces that promote the affirmative inclusion of not only LGBTQ students, but other education stakeholders as well with the aim to dismantle homophobia, transphobia, misogyny, and other hate-based ideologies. The volume serves as an insightful and useful resource for educators, teacher educators, and education researchers engaged in inquiry and pedagogy towards systems of schooling unencumbered by heteronormativity other hate-based ideologies with implications for future professional practice.
Queering Classrooms by Erin A. Mikulec,Paul Chamness Miller Pdf
Teacher Education programs have largely ignored the needs of LGBTIQ learners in their preparation of pre‐service teachers. At best in most of such programs, their needs are addressed in a single chapter in a book or as the topic of discussion in a single class discussion. However, is this minimal discussion enough? What kind of impact does this approach have on future teachers and their future learners? This book engages the reader in a dialogue about why teacher education must address LGBTIQ issues more openly and why teacher education programs should revise their curriculum to more fully integrate the needs of LGBTIQ learners throughout their curriculum, rather than treat such issues as a single, isolated topic in an insignificant manner. Through personal narratives, research, and conceptual chapters, this volume also examines the different ways in which queer youth are present or invisible in schools, the struggles they face, and how teachers can be better prepared to reach them as they should any student, and to make them more visible. The authors of this volume provide insight into the needs of future teachers with the aim of bringing about change in how teacher education programs address LGBTIQ needs to better equip those entering the field of teaching.
Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy by Sanders, April,Isbell, Laura,Dixon, Kathryn Pdf
Educators in the K-12 school environment work diligently to help at-risk students find success in the classroom. One particular group of at-risk students is the LGBTQ+ population. K-12 students who identify as lesbian, gay, bisexual, transgender, or queer often fear the repercussions of disclosing this information in the classroom environment. Homophobia from fellow students, faculty, and/or administrators can be in the form of bullying, lack of acknowledgement of identity, absence in curriculum, etc. There is a strong need for this group of students to be included in the landscape of curriculum design and policymaking. Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy is a critical research publication that provides comprehensive research on inclusive curriculum design and education policy that specifically impacts LGBTQ+ students. Featuring an array of topics such as gender diversity, mental health services, and preservice teachers, this book is essential for teachers, counsellors, school psychologists, therapists, curriculum developers, instructional designers, principals, school boards, academicians, researchers, administrators, policymakers, and students.
Queer Teaching - Teaching Queer by Declan Fahie,Aideen Quilty,Renée DePalma Ungaro Pdf
This book draws upon contemporary Irish and international research which explores the critical interplay between education studies and sexualities. Scholars from Ireland, Canada, Spain, the U.K. and Sweden employ the conceptual lens of Queer Theory to interrogate and destabilise long-standing regimes of truth/knowledge, and in so doing, highlight the suitability and applicability of this theoretical perspective within educational discourses. By reframing and repositioning gender identity/expression as a performative expression on a fluid continuum, this book provokes readers to (re)view how they see education, pedagogy and schooling. The book interrogates what happens to teaching, and teachers, when queerness permeates their practice, thus exposing the ways in which heteronormativity informs and shapes our places/sites of education. This book was originally published as a special issue of the Irish Educational Studies journal.
Teaching, Affirming, and Recognizing Trans and Gender Creative Youth by sj Miller Pdf
Winner of the 2018 Outstanding Book by the Michigan Council Teachers of English Choice magazine as an Outstanding Academic Title for 2018 Winner of the 2017 AERA Division K (Teaching and Teacher Education) Exemplary Research Award This book draws upon a queer literacy framework to map out examples for teaching literacy across pre-K-12 schooling. To date, there are no comprehensive Pre-K-12 texts for literacy teacher educators and theorists to use to show successful models of how practicing classroom teachers affirm differential (a)gender bodied realities across curriculum and schooling practices. This book aims to highlight how these enactments can be made readily conscious to teachers as a reminder that gender normativity has established violent and unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, transgender, intersex, (a)gender/(a)sexual, gender creative, and questioning youth.
Stepping Up! by Mollie V. Blackburn,Caroline T. Clark,Ryan Schey Pdf
Stepping Up! offers inspiring suggestions for ways teachers and teacher educators can stand up and speak out for students to create welcoming classroom climates for LGBTQ and gender diverse youth. Building from ten years of collaborative longitudinal inquiry, including interviews with parents, students, teachers, and administrators, the authors share stories from different perspectives to support teachers with concrete examples of advocacy. The authors show teachers how to ‘step up’ by working with students, through and beyond curriculum, and by working with families and administrators to improve school culture for LGBTQ and gender diverse students. Additionally, they explore the potential constraints involved in such social justice work, and share strategies and resources for transforming schools to be more queer-friendly.
Gender and Sexual Diversity in Schools by Elizabeth J. Meyer Pdf
Issues related to gender and sexual diversity in schools can generate a lot of controversy, with many educators and youth advocates under-prepared to address these topics in their school communities. This text offers an easy-to-read introduction to the subject, providing readers with definitions and research evidence, as well as the historical context for understanding the roots of bias in schools related to sex, gender, and sexuality. Additionally, the book offers tangible resources and advice on how to create more equitable learning environments. Topics such as working with same-sex parented families in elementary schools; integrating gender and sexual diversity topics into the curriculum; addressing homophobic bullying and sexual harassment; advising gay-straight alliances; and supporting a transgender or gender non-conforming student are addressed. The suggestions offered by this book are based on recent research evidence and legal decisions to help educators handle the various situations professionally and from an ethical and legally defensible perspective.
Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices by Monica Taylor,Lesley Coia Pdf
This edited volume gives explicit attention to the influence of gender, feminism, and queer theory in self-study of teacher education practices. It builds on the self-study community’s interest in social justice that has mostly been focused on race, ethnicity, gender, disability, and power, as well as broad conceptions that include multiculturalism and ways of knowing. This is the time to examine gender both because our community is growing and because of the reconceptualization of issues of gender, feminism, and queer theory in teacher education. This collection of papers provides a space for members of the self-study field, from founders to welcomed new members, along with the general community of teacher educators to problematize these issues through a variety of theoretical lenses. As always with self-study the impetus of the research is on the improvement of individual practice. Readers will find innovative approaches and insights into their own work as teacher educators.
Critical Democratic Education and LGBTQ-Inclusive Curriculum by Steven P. Camicia Pdf
This book illustrates the relationship between politics and the ways in which lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues are taught in schools. This book examines relationships between society, schools, and LGBTQ inclusion in order to understand perennial issues related to critical democratic education, and how schools are responding to generational shifts in ideology. By conducting a case study comparison of California and Utah, Camicia provides an in-depth view of the politically and culturally different landscapes that shape LGBTQ curriculum in schools. This book will synthesize and extend theoretical frameworks to describe, analyze, and interpret the shifting landscapes in public education as they relate to LGBTQ issues in schools. Through queer theory and democratic education theory, Camicia offers recommendations to public schools and teacher educators about socially just ways to create inclusive LGBTQ curriculum.
This book argues that issues of sexual diversity are inextricably interwoven into the basic concerns of pre-service teacher education. How do we make our students aware of assumptions regarding masculinity, femininity, and sexuality that arise from what is presented, represented, or omitted from curricula and classroom practice? What do we say about homophobia and heterosexism as we anticipate the administrative hierarchies, school cultures, parent and community politics they will encounter as teachers? What special challenges might face a teacher (straight or gay) who discusses sexual orientation in a high school classroom, or responds to a homophobic remark in the hallway or the cafeteria? How should we prepare a teacher for a parent conference with two moms or two dads? The essays in this volume range from an analysis of gay stereotypes in teacher education textbooks, to a discussion of queer multiculturalism, to personal accounts by lesbian and gay teacher educators and heterosexual allies who are challenging homophobia and heterosexism in their own classrooms and programs. All agree that education for sexual diversity is as important as education about all other forms of difference, and that future teachers need to know how to create safe spaces for lesbian and gay students, along with the children of gay families who are increasingly a part of the classroom landscape.
Queering the English Language Classroom by Joshua M. Paiz Pdf
"This book provides recommendations on how to make the classroom more inclusive by discussing strategies for selecting inclusive curricular content, and also contains advice to teachers on how to handle student and institutional resistance to creating queer inclusive spaces"--