Abstract
This chapter addresses critical pedagogy and the notion of public pedagogy within a preservice teacher education course on heteronormativity in k–12 public education. The concept of public pedagogy is explored as it relates to teaching and research on anti-oppressive education. Public pedagogy includes a series of assignments, engagements, and field observations within the course to explore, engage, and interrupt heteronormative discourses inside of and surrounding the US public-school system. Central to this chapter is the notion that cultural studies education takes place both within and far beyond the classroom. The public arena operates in a reciprocal relationship with the student for teaching and learning. Research findings indicate that public pedagogy engagements offer significant personal and professional development for preservice teachers. The chapter narrates the preservice teacher public pedagogy projects as they developed an out-sider praxis and anti-oppressive pedagogy for what they ultimately dubbed queer-positive education.
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References
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Gutierez-Schmich, T., Heffernan, J. (2016). Public Pedagogy. In: Rodriguez, N., Martino, W., Ingrey, J., Brockenbrough, E. (eds) Critical Concepts in Queer Studies and Education. Queer Studies and Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-55425-3_24
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DOI: https://doi.org/10.1057/978-1-137-55425-3_24
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Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-137-55424-6
Online ISBN: 978-1-137-55425-3
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