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LGBTQ Themes in the Self-Study of Teacher Educators

A Queer Review of the Literature
Living reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

In spite of the increased social acceptance and legal advances for LGBTQ people globally, homophobia and transphobia are deeply embedded in the fabric of society. These status quo conceptualizations of gender and sexuality will continue in classrooms and schools unless teacher educators offer affirmative LGBTQ perspectives to dispel phobias and promote inclusive practices that advocate for and ally with LGBTQ youth. Therefore, the purpose of this chapter is to investigate how the literature of teacher education, particularly the self-study of teacher educator practices, has attended to LGBTQ themes. Queer theory is employed as a theoretical framework to guide the analysis of the reviewed literature. The results of the review reveal three major themes, which are analyzed in the context of SSTEP: (1) queering teacher educator identities, (2) queering pedagogical practice, and (3) queering classrooms and curriculum. The chapter identifies how insights from this body of work can inform the research and practice of teacher educators in the interest of promoting teacher education that advance anti-homophobia and anti-transphobia in educational contexts at large. The chapter concludes with a discussion on the findings and recommendations for future research on LGBTQ themes, particularly in SSTEP.

Keywords

Self-study Teacher education Professional development LGBTQ Queer theory 

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Authors and Affiliations

  1. 1.Department of Elementary and Secondary EducationNew Jersey City University Jersey CityUSA
  2. 2.Faculty of EducationBrock UniversitySt. CatharinesCanada

Section editors and affiliations

  • Monica Taylor
    • 1
  1. 1.Department of Secondary and Special EducationMontclair State UniversityMontclairUSA

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