Literaturnachweis - Detailanzeige
| Autor/in | Jones, Joseph R. |
|---|---|
| Titel | Dismantling the Context and Breaking Free from Contextual Oppositions: How Teacher Education Programs Can Combat Homophobia |
| Quelle | In: SRATE Journal, 22 (2012) 1, S.8-15 (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1068-1752 |
| Schlagwörter | Teacher Education Programs; Homosexuality; Qualitative Research; Social Bias; Controversial Issues (Course Content); Language Usage; Language Attitudes; Context Effect; Cultural Context; Classroom Environment; Teacher Attitudes; Secondary School Students; Educational Practices; Educational Strategies; Social Behavior; Discourse Communities; Ambiguity (Context); New York |
| Abstract | In exploring homophobia in schools, the author discusses a qualitative research study conducted with a group of teachers from New York State. The article examines how the group of teachers (participating in professional development program) discusses their perceptions of homophobia in their classrooms and schools. Specifically, the teachers discuss how certain language uses and behaviors (although homophobic) may be appropriate within their classrooms and schools because of their constructed contextual oppositions. These oppositions dictate how they perceive and define homophobia in their schools. The study offers several implications for teacher education programs to consider when addressing homophobia in schools. (Contains 1 table.) (As Provided). |
| Anmerkungen | Southeastern Regional Association of Teacher Educators. Web site: http://www.sratejournal.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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