Mikulec / A. / Miller Queering Classrooms

1. Auflage 2016
ISBN: 978-1-68123-652-0
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 238 Seiten

Teacher Education programs have largely ignored the needs of LGBTIQ learners in their preparation of pre?service teachers. At best in most of such programs, their needs are addressed in a single chapter in a book or as the topic of discussion in a single class discussion. However, is this minimal discussion enough? What kind of impact does this approach have on future teachers and their future learners?



This book engages the reader in a dialogue about why teacher education must address LGBTIQ issues more openly and why teacher education programs should revise their curriculum to more fully integrate the needs of LGBTIQ learners throughout their curriculum, rather than treat such issues as a single, isolated topic in an insignificant manner. Through personal narratives, research, and conceptual chapters, this volume also examines the different ways in which queer youth are present or invisible in schools, the struggles they face, and how teachers can be better prepared to reach them as they should any student, and to make them more visible. The authors of this volume provide insight into the needs of future teachers with the aim of bringing about change in how teacher education programs address LGBTIQ needs to better equip those entering the field of teaching.

Autoren/Hrsg.

Mikulec, Erin A

Mikulec,

A., Erin

Miller,

Chamness, Paul

Inhaltsverzeichnis

1;Front Cover;1
2;Queering Classrooms;2
3;Personal Narratives and Educational Practices to Support LGBTQ Youth in Schools;2
3.1;A Volume in Research in Queer Studies;2
3.2;Series Editors:;2
3.3;Paul Chamness Miller and Hidehiro Endo Akita International University;2
4;CONTENTS;8
4.1;1. Introduction—Challenging the Status Quo: Transforming and Queering Education;8
4.2;SECTION I: LGBTQ YOUTH AND EDUCATION: HOW FAR HAVE WE COME?;8
4.2.1;2. A Place Where They Can be Themselves: Issues of LGBTQ Students [Revisited];8
4.2.2;3. Situating Ally Identities in Relational Epistemes: Learning With LGBTIQ People in Order to Make Supportive and Inclusive Decisions;8
4.2.3;4. Constructions of Children and Childhood: Implications for LGBTIQ Inclusion and Teacher Preparation Programs;8
4.3;SECTION II: REFLECTIONS ON PREPARATION: VOICES FROM PRESERVICE AND PRACTICING TEACHERS;8
4.3.1;5. Hope for a Better Tomorrow: A Personal Narrative on the Need for Acceptance in Teacher Education Programs;8
4.3.2;6. Advocacy From Adversity: Sculpting an LGBT Identity in Art Education;9
4.3.3;7. Preparing to Enter the Field: Reflections From Preservice Teachers on Learning to Work With LGBTQ Youth;9
4.4;SECTION III: USING LITERATURE TO ADDRESS ISSUES OF LGBTQ YOUTH IN SCHOOLS: FROM THE CLASSROOM TO THE LIBRARY;9
4.4.1;8. Reading Them In: Using LGBT Child and Young Adult Literature in Preservice Teacher Education;9
4.4.2;9. “You Don’t Have to Think About It in That Way:” Deconstructing Teacher Assumptions About LGBTIQ Students;9
4.4.3;10. Teaching Tolerance Through Literature: How Including LGBTIQ Titles in Your Library Can Increase Acceptance;9
4.5;SECTION IV: K–20: CREATING A SAFE AND POSITIVE LEARNING CLIMATE IN ALL EDUCATIONAL SETTINGS;9
4.5.1;11. What Being a GSA Sponsor Has Done for Me and Others;9
4.5.2;12. A Call to Action: The Importance of School Climate, Professional Development, and Teacher Education Programs in Fostering LGBT Supportive Educators;9
4.5.3;13. In Our Own Voice: Campus Climate as a Mediating Factor in the Persistence of LGBT Students, Faculty, and Staff in Higher Education;9
4.5.4;14. Conclusion—Tying it All Together: Making Meaning and a Call to Action;9
4.6;Research in Queer Studies;3
4.7;Queering Classrooms;4
4.8;Personal Narratives and Educational Practices to Support LGBTQ Youth in Schools;4
4.8.1;Edited by;4
4.8.2;Erin A. Mikulec Illinois State University;4
4.8.3;and;4
4.8.4;Paul Chamness Miller Akita International University, Japan;4
4.8.4.1;Information Age Publishing, Inc.;4
4.8.4.2;Charlotte, North Carolina • www.infoagepub.com;4
4.8.4.3;Foreword;10
4.8.4.3.1;Nelson M. Rodriguez The College of New Jersey;10
4.9;CHAPTER 1;12
4.9.1;Challenging the Status Quo;12
4.9.1.1;Erin A. Mikulec and Paul Chamness Miller;12
4.9.1.2;References;17
4.9.2;SECTION I;20
4.9.2.1;LGBTQ YOUTH AND EDUCATION: HOW FAR HAVE WE COME?;20
4.10;CHAPTER 2;22
4.10.1;A Place Where They Can Be Themselves;22
4.10.1.1;Michelle L. Knaier;22
4.10.1.2;A Place Where They Can Be Themselves1;23
4.10.1.2.1;Challenges Faced by LGBTQ Students;24
4.10.1.2.2;Effects on the Lives of LGBTQ Students;27
4.10.1.2.3;Educational Reform is Key;28
4.10.1.3;FOURTEEN YEARS LATER …;30
4.10.1.3.1;Recent Advances and Remaining Challenges;30
4.10.1.3.2;An Attempt to Address Inclusiveness in Teacher Education;31
4.10.1.3.3;Creating and Teaching Inclusive Curricula;33
4.10.1.4;Note;34
4.10.1.5;References;34
4.11;CHAPTER 3;38
4.11.1;Situating Ally Identities in Relational Epistemes;38
4.11.1.1;Ryan Schey;38
4.11.1.2;Conceptualizing Ally Identities Ontologically: Current Scholarship;40
4.11.1.3;Conceptualizing Ally Identities Epistemologically: Shifting Our Trajectories;43
4.11.1.4;Ryan and Lana’s Conversation: An Illustration of Situating Ally Identities in Relational Epistemes;47
4.11.1.5;Conclusion;51
4.11.1.6;ACKNOWLEDGMENT;53
4.11.1.7;Notes;53
4.11.1.8;References;54
4.12;CHAPTER 4;56
4.12.1;Constructions of Children and Childhood;56
4.12.1.1;Corrine M. Wickens;56
4.12.1.2;Heteronormativity as Ingrained in Society and Education;57
4.12.1.3;Evolving Constructions of Childhood and Children;58
4.12.1.4;Controversial Books, Safe Spaces, and LGBTIQ Inclusion—or Not;60
4.12.1.4.1;Safety From Controversial Materials in Schools;60
4.12.1.4.2;Protection From LGBTIQ-Inclusion;61
4.12.1.4.3;Censorship and the Rise of Children’s and Young Adult Literature;62
4.12.1.4.4;Paradox of “Safe”;64
4.12.1.4.5;Ideologies of Protection and Childhood;65
4.12.1.5;Roles of Teacher-Education Programs and Colleges of Education;66
4.12.1.6;Notes;70
4.12.1.7;References;70
4.12.2;SECTION II;74
4.12.2.1;reflections on preparation: voices from preservice and practicing teachers;74
4.13;CHAPTER 5;76
4.13.1;Hope for a Better Tomorrow;76
4.13.1.1;Angela M. Jaime and Brody C. Tate;76
4.13.1.2;Personal Narrative;78
4.13.1.2.1;Brody;78
4.13.1.2.2;Angela;81
4.13.1.3;Implications for Teacher Education and Conclusion;86
4.13.1.4;References;86
4.14;CHAPTER 6;88
4.14.1;Advocacy From Adversity;88
4.14.1.1;Jordan DeWilde;88
4.14.1.2;Scared Beginnings;88
4.14.1.2.1;Finding an Ally;89
4.14.1.2.2;Disappointing Opposition;90
4.14.1.2.3;Guided Exploration;91
4.14.1.3;Current Struggles;93
4.14.1.3.1;Positive Representation;94
4.14.1.4;Creative Expression;96
4.14.1.5;Encouraged Research;97
4.14.1.6;Visual Culture;97
4.14.1.7;LGBT-Inclusive Curriculum;100
4.14.1.7.1;Advocacy Opportunities;101
4.14.1.7.2;Transition to the Classroom;102
4.14.1.8;Conclusion;102
4.14.1.9;References;103
4.15;CHAPTER 7;104
4.15.1;Preparing to Enter the Field;104
4.15.1.1;Nora Dunne, Kevin Goffard, and Jacqueline Svetich;104
4.15.1.2;A Visit to “The School,”1 by Nora Dunne;104
4.15.1.3;Seeing Through a Different Lens, by JaCQUELINE Svetich;110
4.15.1.4;New Understandings About LGBT Youth, by Kevin Goffard;113
4.15.1.4.1;1. I learned to provide a learning environment that is supportive of all students that allows for those students to grow in a positive direction. No matter what, students need to feel safe. They need to feel that they are welcomed and supported. They...;116
4.15.1.4.2;2. Not everyone is what he or she appears to be—a simple lesson, but one that I feel is often times overlooked. Everyone has a backstory and everyone’s experience is different. By learning to look at that backstory, we can begin to maybe see why ...;116
4.15.1.4.3;3. Knowing that while there may not appear to be an issue at a school does not mean that it does not exist. Looking back, my high school has made great efforts, but I can begin to see some of these things that LGBT students go through being played ou...;116
4.15.1.5;NOTE;118
4.15.2;SECTION III;120
4.15.2.1;Using Literature to Address Issues of LGBTQ Youth in Schools: From the Classroom to the Library;120
4.16;CHAPTER 8;122
4.16.1;Reading Them In;122
4.16.1.1;Paul Venzo;122
4.16.1.2;Notes;136
4.16.1.3;References;136
4.17;CHAPTER 9;138
4.17.1;“You Don’t Have to Think About it in That Way”;138
4.17.1.1;Elizabeth Dinkins and Patrick Englert;138
4.17.1.2;Purpose;140
4.17.1.2.1;Context;141
4.17.1.3;Vignettes;142
4.17.1.3.1;Vignette #1: Be Mature;143
4.17.1.3.2;Setting Expectations and Framing Possibilities;144
4.17.1.3.3;Vignette #2: It’s a Normal Thing;146
4.17.1.3.4;Examining Assumptions;147
4.17.1.3.5;Vignette #3: Men Wear Pink, Too;148
4.17.1.3.6;Gender Performance and Sexuality;149
4.17.1.3.7;Vignette #4: Defending a Friend;151
4.17.1.3.8;Sense of Agency;152
4.17.1.4;Conclusion;153
4.17.1.5;References;153
4.18;CHAPTER 10;156
4.18.1;Teaching Tolerance Through Literature;156
4.18.1.1;Tiffany Renee Droege;156
4.18.1.2;Background;156
4.18.1.3;Rationale for LGBTIQ Literature;157
4.18.1.4;Defining LGBTIQ Literature;158
4.18.1.5;Selecting LGBTIQ Literature;158
4.18.1.6;Obtaining LGBTIQ Literature;159
4.18.1.7;Promoting LGBTIQ Literature;160
4.18.1.8;Defending LGBTIQ Literature;160
4.18.1.9;Incorporating LGBTIQ Literature;162
4.18.1.10;Conclusion;163
4.18.1.11;Notes;164
4.18.1.12;References;165
4.18.2;SECTION IV;166
4.18.2.1;K–20: Creating a Safe and Positive Learning Climate in All Educational Settings;166
4.19;CHAPTER 11;168
4.19.1;What Being a GSA Sponsor Has Done for Me and Others;168
4.19.1.1;Alexandria Henry;168
4.19.1.2;The Need for the First Middle School–Level GSA;169
4.19.1.3;Organizations That Helped Our GSA Be Successful;169
4.19.1.4;The Impact a GSA Can Have Along With the Struggles;171
4.19.1.4.1;Changing the School Climate With Our GSA;171
4.19.1.4.2;Our Middle School Was “Coming Out”;172
4.19.1.4.3;Our GSA Impact on Families and Staff;174
4.19.1.5;Teacher-Education Programs and LGBTIQ Education;175
4.19.1.6;Recommendations for Beginning Educators;177
4.19.1.7;References;178
4.20;CHAPTER 12;180
4.20.1;A Call to Action;180
4.20.1.1;Melissa Doellman;180
4.20.1.2;The Importance of School Climate for LGBT Youth;181
4.20.1.3;Creating a Positive School Climate;183
4.20.1.3.1;Gay-Straight Alliance Impact on School Climate;183
4.20.1.3.2;Role of Inclusive Curriculum in School Climate;184
4.20.1.3.3;Antibullying and Harassment Policies;186
4.20.1.3.4;Supportive Staff as a Critical Component of Positive School Climate;187
4.20.1.3.5;Factors Influencing Educators’ Responses to LGBT Issues;188
4.20.1.4;Implications for Teacher-Education Programs and Educator Professional Development;190
4.20.1.4.1;The Long Road to Change;192
4.20.1.4.2;Future Steps;193
4.20.1.5;Conclusion;195
4.20.1.6;References;195
4.21;CHAPTER 13;198
4.21.1;In Our Own Voice;198
4.21.1.1;Warren J. Blumenfeld, Genevieve N. Weber, and Susan Rankin;198
4.21.1.2;Introduction and Review of the Literature;198
4.21.1.3;Campus Climate and Student Persistence;202
4.21.1.3.1;Racial Identity and Student Persistence;202
4.21.1.3.2;Gender Identity and Student Persistence;203
4.21.1.3.3;Sexuality, Campus Climate, and Persistence;203
4.21.1.4;The Current Study;204
4.21.1.4.1;Study Design and Data Collection;204
4.21.1.4.2;Qualitative Research Methodology: Phenomenological Grounded Theory;205
4.21.1.5;Results;206
4.21.1.5.1;A Qualitative Look at Intent to Persist: The Impact of Campus Climate;207
4.21.1.5.2;Positive Campus Climate;208
4.21.1.5.3;Safety;208
4.21.1.5.4;On-Campus and Off-Campus Support;208
4.21.1.5.5;Comparative Department to Overall Campus Climate;209
4.21.1.5.6;Institutional Support;210
4.21.1.5.6.1;Negative Campus Climate;211
4.21.1.5.7;Unsafe: “There is a Climate of Fear”;211
4.21.1.5.8;Personal Assessments by Others;211
4.21.1.5.9;On-Campus and Off-Campus Support;213
4.21.1.5.10;Negative Department Climates;213
4.21.1.5.11;Religion;214
4.21.1.5.12;Intersecting Campus Oppressions;215
4.21.1.5.13;Institutional Inaction;215
4.21.1.6;Discussion;217
4.21.1.7;Implications for Further Research;219
4.21.1.8;Notes;219
4.21.1.9;References;220
4.22;CHAPTER 14;224
4.22.1;Tying it All Together;224
4.22.1.1;Paul Chamness Miller and Erin A. Mikulec;224
4.22.1.2;LGBTQ Youth and Education: How Far Have We Come?;224
4.22.1.3;Reflections on Preparation: Voices From Preservice and Practicing Teachers;226
4.22.1.4;Using Literature to Address Issues of LGBTQ Youth in Schools;228
4.22.1.5;K–20: Creating a Safe and Positive Learning Climate in All Educational Settings;230
4.22.1.6;The Future of Education;232
4.22.1.7;References;233
4.22.2;About the Contributors;234
4.22.2.1;About the Editors;234
4.22.2.2;About the AUTHORS;235
4.22.3;Back Cover;240