Recognizing and Utilizing Queer Pedagogy: A Call for Teacher Education to Reconsider the Knowledge Base on Sexual Orientation for Teacher Education Programs

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Autor/inn/en	Zacko-Smith, Jeffrey D.; Smith, G. Pritchy
Titel	Recognizing and Utilizing Queer Pedagogy: A Call for Teacher Education to Reconsider the Knowledge Base on Sexual Orientation for Teacher Education Programs
Quelle	In: Multicultural Education, 18 (2010) 1, S.2-9 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Social Justice; Teacher Education; Teacher Effectiveness; Teacher Education Programs; Student Attitudes; Negative Attitudes; Sexual Orientation; Cultural Pluralism; Homosexuality; Teaching Methods; Stereotypes + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerverhalten; Negative Fixierung; Sexuelle Orientierung; Kulturpluralismus; Homosexualität; Teaching method; Lehrmethode; Unterrichtsmethode; Klischee
Abstract	In order to teach effectively in hyper-diverse contexts, if effective teaching is considered to be the creation of knowledge, the transmission of ideas, and the "growing" of human beings intellectually, morally and socially, educators at all levels, but particularly those who are new to the field, must be well-versed in multiculturalism and diversity. They must also be unafraid to immerse themselves in the world as it concurrently unfolds and evolves around them. Educators must also accept their role as mentors who help to define reality for those they are educating, and they must commit to redefining that reality as dictated by demands for social justice and equity. To ignore these continually emerging requirements means that educators will quickly become outdated and ineffective at best, and damaging and socially unjust at worst, neither of which are acceptable outcomes for those who are truly committed to the profession. This article aims to supplement and update Knowledge Base 12: Gender and Sexual Orientation, bringing it in line with what can only be described as a continually evolving understanding of gender, gender-identity, and sexual orientation. During the past 20 years the issue of sexual orientation has been widely discussed and studied; rights for gays and lesbians have increased and attitudes have become quite a bit more progressive and accepting. In addition, the Lesbian, Gay, Bisexual, Transgender, Questioning (LGBTQ) population, and their accompanying issues, have become more prominent and "mainstream," thanks to a level of "legitimacy" lent to them through the popular media and the internet. However, despite these generally positive developments, many young people still feel some hesitation when participating in discussions that revolve around homosexuality and/or sexual orientation. And, while the association between sexual orientation and school has progressed toward being one of tolerance and/or acceptance, it is still evident that educational contexts significantly contribute to the perpetuation of stereotypes and negative attitudes towards LGBTQ students. Educators are responsible, at least in part, for helping to counter these socially unjust understandings, helping to define and redefine students' attitudes regarding sexuality, gender, and sexual orientation. Incorporating Queer Theory into the knowledge base on sexual orientation for teacher education programs is one more step towards achieving schools that celebrate differences rather than using them as tools of oppression and violence, recognizing that nature provides people with all the diversity that is required for them to thrive if they accept each other unconditionally and with grace. (Contains 7 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10