Exploring the Impact of an Anti-Homophobia and Anti-Transphobia Program on a Teacher Education Program: LGBTQ+ Pre-Service Teachers Identify Benefits and Challenges

Autor/inn/en	Mitton, Jennifer; Tompkins, Joanne; Kearns, Laura-Lee
Titel	Exploring the Impact of an Anti-Homophobia and Anti-Transphobia Program on a Teacher Education Program: LGBTQ+ Pre-Service Teachers Identify Benefits and Challenges
Quelle	In: Alberta Journal of Educational Research, 67 (2021) 1, S.32-52 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1923-1857
Schlagwörter	LGBTQ People; Preservice Teacher Education; Classroom Environment; Inclusion; Educational Environment; At Risk Students; Teacher Educators; Teacher Role; Social Bias; Consciousness Raising; Social Justice; Preservice Teachers; Foreign Countries; Curriculum; Advocacy; Canada + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Klassenklima; Unterrichtsklima; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher education; Education; Lehrerbildung; Lehrerrolle; Bewusstseinsbildung; Soziale Gerechtigkeit; Ausland; Curricula; Lehrplan; Rahmenplan; Sozialanwaltschaft; Kanada
Abstract	Anti-oppressive pedagogical practices that counter the marginalization of lesbian, gay, bisexual, transgender, two-spirit, queer, and/or questioning youth continue to foster new understanding in teacher education. Researchers note that many pre-service teachers are not prepared to address classroom concerns regarding homophobia, heterosexism, and cisnormativity, fail to identify biases in curricular materials, and resist ideas related to the intersectionality of race, class, ethnicity, gender, ability, and sexuality. While Canadian teacher education programs generally espouse a commitment to equity education, there continues to be a need to provide explicit education on how to create safe and inclusive classrooms and schools for LGBTQ+ learners. The voices of LGBTQ+ pre-service teacher educators are particularly important in terms of understanding what challenges are reduced or remain in teacher education programs adopting an anti-homophobic and anti-transphobic stance. Results from our ongoing work suggests that when faculties of education advocate for safe and positive climates, LGBTQ+ pre-service teachers can bring their full selves into the program. In this article, we explore how the anti-oppressive training related to LGBTQ+ learners and inclusive curricula impacted the experiences of pre-service LGBTQ+ teachers in our program, as presented through their perceptions of who they were in the program, their concerns about who they might be in schools, and their suggestions for acknowledging and implementing antioppressive education in formal and informal educational spaces. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01