Acting Out! Combating Homophobia through Teacher Activism. Practitioner Inquiry Series

Sonst. Personen	Blackburn, Mollie V. (Hrsg.); Clark, Caroline T. (Hrsg.); Kenney, Lauren M. (Hrsg.); Smith, Jill M. (Hrsg.)
Titel	Acting Out! Combating Homophobia through Teacher Activism. Practitioner Inquiry Series
Quelle	(2009), (208 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8077-5032-8
Schlagwörter	Homosexuality; Social Bias; Activism; Teaching Methods; Groups; Inquiry; School Policy; Resistance (Psychology); Preservice Teacher Education; Self Disclosure (Individuals) + Suchen Sie Ihr Suchwort? Homosexualität; Aktivismus; Politischer Protest; Teaching method; Lehrmethode; Unterrichtsmethode; Schulpolitik; Resistenz; Lehramtsstudiengang; Lehrerausbildung
Abstract	In this volume, teachers from urban, suburban, and rural districts join together in a teacher inquiry group to challenge homophobia and heterosexism in schools and classrooms. To create safe learning environments for all students they address key topics, including seizing teachable moments, organizing faculty, deciding whether to come out in the classroom, using LGBTQ-inclusive texts, running a Gay-Straight Alliance, changing district policy to protect LGBTQ teachers and students, dealing with resistant students, and preparing preservice teachers to do antihomophobia work. Book features include: (1) Examples of antihomophobia teaching across elementary, secondary, and university contexts, and discussions of the consequences of this work; (2) Concrete discussions of how to start a teacher inquiry group, and the challenges and rewards of engaging in teacher activism; and (3) A comprehensive annotated bibliography of texts that address homophobia and heterosexism. This book contains: (1) Teacher/Activists Who Became Pink TIGers: An Introduction (Mollie V. Blackburn, Caroline T. Clark, Lauren M. Kenney, and Jill M. Smith); (2) Learning About Heterosexism as a Teacher Educator: The Resistant Student as Catalyst for Change (Jeane F. Copenhaver-Johnson): (3) Inquiring into Ally Work in Teacher Education: The Possibilities and Limitations of Textual Practice (Caroline T. Clark); (4) Being Out and Reading Queer-Inclusive Texts in a High School English Classroom (Lauren M. Kenney); (5) Risk and Threat in Critical Inquiry: Vacancies, Violations, and Vacuums (Jason Gonzales); (6) Activist Work as Entry-Year Teachers: What We've Learned (Ryan Schey and Ariel Uppstrom); (7) Facilitating Visibility of LGBTQ Issues in Public Schools: Teacher Resistance and Teacher Moments (Mindy Hall); (8) Overcoming an Identity of Privilege to Support LGBTQ Inclusivity in School (Jill M. Smith); (9) Choosing to Stay "In" and the Significance of Race for Lesbian Teachers in Urban Classrooms (Anette Melvin); (10) Learning to B/Se(e) an Activist Community: The Importance of Differences in Working for Change (Mollie V. Blackburn); (11) Acting Out! So What? (Caroline T. Clark, Mollie V. Blackburn, Lauren M. Kenney, and Jill M. Smith). An annotated bibliography and an index are included. [Foreword by JoBeth Allen.] (ERIC).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10