Beyond Pronouns: The Case for Gender-Expansive and Democratizing Practice in Teacher Education

Autor/inn/en	Blair, Elizabeth E.; Deckman, Sherry L.
Titel	Beyond Pronouns: The Case for Gender-Expansive and Democratizing Practice in Teacher Education
Quelle	In: Teachers College Record, 124 (2022) 8, S.275-286 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681221124194
Schlagwörter	Stellungnahme; Teacher Education Programs; Social Justice; Language Usage; Form Classes (Languages); Sexual Identity; Preservice Teacher Education; Social Bias; Teacher Educators; LGBTQ People; Teacher Competencies + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Sprachgebrauch; Analytischer Sprachbau; Geschlechtsidentität; Sexuelle Identität; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Lehrkunst
Abstract	Many teacher education programs are committed to social justice. This commentary argues that gender-expansive education--teaching that opens up, democratizes, and complicates our understandings of gender, gender identity, and gendered embodiment in our classrooms in ways that make space for all kinds of students--must be meaningfully, intersectionally included in teacher education that aims to promote equity, democracy, and freedom through schooling. We suggest ways that teacher education programs can leverage many of the critical skills and dispositions already cultivated in social justice education to integrate gender-expansive perspectives throughout their curriculum. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01