Literaturnachweis - Detailanzeige
Autor/in | Thomas-Durrell, Latasha |
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Titel | Being Your 'True Self': The Experiences of Two Gay Music Educators Who Teach in The Bible Belt |
Quelle | In: Music Education Research, 22 (2020) 1, S.29-41 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1461-3808 |
DOI | 10.1080/14613808.2019.1703921 |
Schlagwörter | LGBTQ People; Christianity; Social Attitudes; Self Concept; Sexual Identity; Teaching Methods; Religious Factors; Geographic Regions; Music Teachers; Teacher Attitudes; Teaching Experience; Grounded Theory; Family Influence; Self Disclosure (Individuals); Educational Philosophy; Music Education; Teacher Student Relationship; Teacher Characteristics; Social Bias Christentum; Social attidude; Soziale Einstellung; Selbstkonzept; Geschlechtsidentität; Sexuelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Music; Teacher; Teachers; Musiklehrer; Lehrerverhalten; Bildungsphilosophie; Erziehungsphilosophie; Musikerziehung; Teacher student relationships; Lehrer-Schüler-Beziehung |
Abstract | Many LGBTQ educators approach identity management with great caution, but what types of identity management do these teachers employ when teaching in an area characterised by evangelical fundamentalism that heavily influences education and society such as the area known as the Bible Belt? The purpose of this study was to explore the experiences of two gay music educators who live and teach in the Bible Belt. Data were drawn from participant interviews. Through an analysis of the data using the constant comparative method, four overarching themes emerged: Attributes of the Bible Belt, familial influences on coming out, teacher considerations for being out, and philosophical beliefs. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |