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Search Results for 'LGBT' (Keyword)
18 items found 1 / 2
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1   |   From section Multiculturalism & Diversity
Making It Better for Lesbian, Gay, Bisexual, and Transgender Students through Teacher Education: A Collaborative Self-Study
In this self-study, two educators – a university professor and a classroom teacher, who facilitated a workshop titled “Sexual Diversity in Secondary Schools” in a faculty of education in a mid-sized Ontario city – reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. The authors conclude that the two-hour Sexual Diversity in Secondary Schools workshop that they presented in a Bachelor of Education program is one example of how LGBT issues might be taught to teacher candidates. Through this self-study, they came to better understand their students and ourselves. They discovered that teacher candidates are increasingly receptive to discussion of LGBT issues, particularly when portrayed in a manner that is respectful and open.
Publication Year: 2012    |    Updated in ITEC: January 29, 2017
2   |   From section Beginning Teachers
The Sociocultural Factors that Influence a Novice Teacher’s LGBT Activism
This study describes one novice teacher’s efforts to advocate on behalf of LGBT students despite the resistance that she faced from sociocultural factors influencing her students, classroom, and her teaching practices.
Publication Year: 2015    |    Updated in ITEC: July 7, 2015
3   |   From section Instruction in Teacher Training
Teaching about Queer Families: Surveillance, Censorship, and the Schooling of Sexualities
This article investigates primary school teachers’ reflections on addressing the topic of same-sex families and relationships in their classrooms. Specifically, the authors examine teachers’ potential use of texts, such as picture storybooks, which introduce representations of same-sex relationships and desire. Attention is drawn to the regulatory surveillance of the parental gaze and the silencing and marginalization of sexual identity issues. The authors are interested to illuminate the ways in which the micro politics of teaching about queer families and relationships are inextricably linked to broader macro processes governing the institutionalizing influences of heteronormativity, heterosexism and homonegativity.
Publication Year: 2014    |    Updated in ITEC: May 12, 2015
4   |   From section Professional Development
Safety, Celebration, and Risk: Educator Responses to LGBTQ Professional Development
This article is part of a larger evaluation study of Reduction of Stigma in Schools (RSIS). The Reduction of Stigma in Schools is a professional development program aiming to empower educators to create affirming environments for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) youth. Interview data indicate that though workshops utilized a critical approach, what teachers embraced was a call to understand and “protect” LGBTQ students through the “safety” discourse and investment in one time “visibility” or “celebration” events as symbols of improved school climate.
Publication Year: 2012    |    Updated in ITEC: November 25, 2013
5   |   From section Instruction in Teacher Training
“The Changers and the Changed”: Preparing Early Childhood Teachers to Work With Lesbian, Gay, Bisexual, and Transgender Families
This article is aimed to examine the learning process and transformation of early childhood teacher education students in a course on family equity. The authors present the findings the discussion on how courses on family equity can and should be incorporated into teacher education programs.
Publication Year: 2012    |    Updated in ITEC: May 29, 2013
6   |   From section Theories & Approaches
Visibility Matters: Policy Work as Activism in Teacher Education
This article describes a project which was designed to examine how teacher preparation programs address LGBTQ-related course content, attitudes toward gender identity and sexual orientation, and their ability to teach about LGBTQ lives and communities. The authors conducted an electronic assessment of all 57 Illinois teacher education programs. The authors found that their report generated a dialogue on campuses among faculty, among teacher education and other departments within the university, and among students, faculty, and administration.
Publication Year: 2010    |    Updated in ITEC: April 29, 2013
7   |   From section Preservice Teachers
Core Values and the Identity-Supportive Classroom: Setting LGBTQ Issues within Wider Frameworks for Preservice Educators
In this article, the author discusses how to introduce a new group of teacher education students or other preservice educators to the research about lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth and schooling-related issues. The author believes that educators empowered with strong arguments about the needs of LGBTQ students are best prepared to articulate to their colleagues why the inclusion of LGBTQ issues is a fundamental obligation as educators and is in keeping with the broader mission of any school community.
Publication Year: 2010    |    Updated in ITEC: April 29, 2013
8   |   From section Multiculturalism & Diversity
Getting Queer: Teacher Education, Gender Studies, and the Cross-Disciplinary Quest for Queer Pedagogies
In this autobiographical feminist narrative research, the author considers her queer academic life from the perspective of an “out” lesbian teacher education and queer studies teacher. This is the author's process of the search for queerness—in curriculum, pedagogy, teacher education classes.
Publication Year: 2010    |    Updated in ITEC: April 29, 2013
9   |   From section Theories & Approaches
Reduction of Stigma in Schools: An Evaluation of the First Three Years
This article explores the ways in which the participants in the Reduction of Stigma in Schools (RSIS) program addressed the workshop objectives in their feedback about the program. Furthermore, the article also investigates the participants' evaluation of the program’s overall effectiveness in helping them feel more knowledgeable about and confident in the work of creating more affirming environments for LGBTQ students.
Publication Year: 2010    |    Updated in ITEC: April 29, 2013
10   |   From section Preservice Teachers
The Impact of a Combined Cognitive–Affective Intervention on Pre-service Teachers’ Attitudes, Knowledge, and Anticipated Professional Behaviors regarding Homosexuality and Gay and Lesbian Issues
The purpose of the current study was to examine the effectiveness of a combined cognitive–affective intervention on female pre-service teachers’ attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues, as they relate to students and their families. Sixty-seven female preservice teachers were randomly assigned either to a control group or an experimental group. Following a combined cognitive–affective intervention, female pre-service teachers showed improved knowledge and more positive attitudes toward gay men and lesbians. However, pre-service teachers who did not participate in the intervention did not evidence any change in attitudes.
Publication Year: 2011    |    Updated in ITEC: November 24, 2011
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