LGBTIQ+ Representations and Social Justice Principles within English Teacher Education

Autor/inn/en	McRae, Eleanor; Curwood, Jen Scott
Titel	LGBTIQ+ Representations and Social Justice Principles within English Teacher Education
Quelle	In: English in Australia, 53 (2018) 2, S.59-67 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	English Teachers; Social Justice; Foreign Countries; Preservice Teachers; Case Studies; Homosexuality; Teacher Educators; Sexual Orientation; Sexual Identity; Teacher Education Programs; Student Attitudes; Teacher Attitudes; Positive Attitudes; Course Content; English Instruction; Social Theories; Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Soziale Gerechtigkeit; Ausland; Case study; Fallstudie; Case Study; Homosexualität; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Schülerverhalten; Lehrerverhalten; Kursprogramm; English langauage lessons; Gesellschaftstheorie; Australien
Abstract	Teacher education programs play a significant role in shaping pre-service English teachers' pedagogy. The incorporation of texts with lesbian, gay, bisexual, transsexual/transgender, intersex, and queer/questioning (LGBTIQ+) perspectives in the curriculum is one mechanism for promoting inclusion as well as a means to address and combat homophobia and heteronormativity. Situated at an Australian university, this case study examined the beliefs and practices of preservice teachers and teacher educators related to the inclusion of LGBTIQ+ issues and texts in secondary English classrooms. Drawing on sociocultural theories, the findings from this study indicated that pre-service teachers generally held positive attitudes towards the incorporation of LGBTIQ+ texts and representations. Notably, preparation to teach through a social justice lens developed pre-service teachers' understanding of the significance of including a diverse range of lived experiences in classrooms. However, the lack of specific inclusion of LGBTIQ+ perspectives in teacher education meant that pre-service teachers often struggled to incorporate related texts in their university assessments and professional experience placements, and they were concerned about their ability to do so in the future. (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01