Complicating What We Know: Focusing on Educators' Processes of Becoming Gender and Sexual Diversity Inclusive

Autor/inn/en	Staley, Sara; Leonardi, Bethy
Titel	Complicating What We Know: Focusing on Educators' Processes of Becoming Gender and Sexual Diversity Inclusive
Quelle	In: Theory Into Practice, 58 (2019) 1, S.29-38 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Staley, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2018.1536916
Schlagwörter	Sexual Identity; Gender Issues; Barriers; Social Bias; Homosexuality; Teacher Competencies; Elementary School Teachers; Attitude Change; Student Diversity; Sexual Orientation; Teacher Role; Educational Environment + Suchen Sie Ihr Suchwort? Geschlechtsidentität; Sexuelle Identität; Geschlechterfrage; Homosexualität; Lehrkunst; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Attitudinal change; Einstellungsänderung; Sexuelle Orientierung; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This article examines the complex, deeply personal processes that elementary educators engage as they learn to become inclusive practitioners of gender and sexual diversity (GSD). We complicate literature that highlights structural barriers and negative influences such as lack of administrative support and homophobic attitudes as key factors that constrain educators' willingness and ability to enact inclusive praxis. We argue that preparing educators to affirm GSD demands exploration not only of structural barriers that might get in the way, but also of the emotional and intellectual dimensions of educators' processes of negotiating commitments to GSD-affirming pedagogy and practice. To illustrate the nature of these dimensions, we highlight snapshots of two elementary teachers' processes of grappling with fear, hesitation, and discomfort as they moved toward taking inclusive action in their classrooms. We conclude with implications and recommendations for educators seeking to affirm GSD in their own local contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01