ABSTRACT Educators concerned with diversity, equity, and human rights in schools share their personal and professional narratives as impetus for developing suggestions and strategies designed to help teachers, students, and administrators deepen their understandings of gender identity educational issues in an effort to support transitioning teachers in K-12 schools.
{"title":"Understanding Gender Identity in K-12 Schools","authors":"G. Roberts, Carol Allan, K. Wells","doi":"10.1300/J367V04N04_08","DOIUrl":"https://doi.org/10.1300/J367V04N04_08","url":null,"abstract":"ABSTRACT Educators concerned with diversity, equity, and human rights in schools share their personal and professional narratives as impetus for developing suggestions and strategies designed to help teachers, students, and administrators deepen their understandings of gender identity educational issues in an effort to support transitioning teachers in K-12 schools.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134258739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Interpretive methodology is used to study the experiences of gay and lesbian K-12 Caucasian educators in California who consider themselves “out” within the classrooms in which they teach. Three main research questions framed this study: What are the lived experiences of out gay and lesbian K-12 educators? What are the interconnections between being out, pedagogical beliefs, and pedagogical practices? What factors support gay and lesbian educators to remain out within their classroom environments? Five main themes emerged from individual and focus group interviews with the 10 out gay and lesbian teachers.
{"title":"Out Gay and Lesbian K-12 Educators: A Study in Radical Honesty","authors":"William F. Dejean","doi":"10.1300/J367V04N04_05","DOIUrl":"https://doi.org/10.1300/J367V04N04_05","url":null,"abstract":"ABSTRACT Interpretive methodology is used to study the experiences of gay and lesbian K-12 Caucasian educators in California who consider themselves “out” within the classrooms in which they teach. Three main research questions framed this study: What are the lived experiences of out gay and lesbian K-12 educators? What are the interconnections between being out, pedagogical beliefs, and pedagogical practices? What factors support gay and lesbian educators to remain out within their classroom environments? Five main themes emerged from individual and focus group interviews with the 10 out gay and lesbian teachers.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133518104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT The Laramie Project is a play based on a collection of interviews with the community members of Laramie, Wyoming, where Mathew Shepard, a 21-year-old university student, was murdered. The idea for the play originated with a theatre group, The Tectonic Theater Project, which devoted 2 years to this project, conducting over 200 interviews. This article reports research findings using the play in teacher education courses as a homophobic disruption: A pedagogical interruptive strategy to shake up, shift, or destabilize heteronormativity and prepare pre-service teachers to create anti-homophobic schools. This study uses pre- and post-questionnaires with 89 pre-service teachers in four teacher education classes in Northern California.
{"title":"The Laramie Project as a Homophobic Disruption: How the Play Impacts Pre-Service Teachers' Preparation to Create Anti-Homophobic Schools","authors":"Anne René Elsbree, Penelope A. Wong","doi":"10.1300/J367v04n04_07","DOIUrl":"https://doi.org/10.1300/J367v04n04_07","url":null,"abstract":"ABSTRACT The Laramie Project is a play based on a collection of interviews with the community members of Laramie, Wyoming, where Mathew Shepard, a 21-year-old university student, was murdered. The idea for the play originated with a theatre group, The Tectonic Theater Project, which devoted 2 years to this project, conducting over 200 interviews. This article reports research findings using the play in teacher education courses as a homophobic disruption: A pedagogical interruptive strategy to shake up, shift, or destabilize heteronormativity and prepare pre-service teachers to create anti-homophobic schools. This study uses pre- and post-questionnaires with 89 pre-service teachers in four teacher education classes in Northern California.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125190783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT In the vein of action research, the author examines his practice of matching lesbian and gay student teachers with a lesbian or gay cooperating teacher for field placement. This article addresses several questions. In what ways, if any, do lesbian and gay teachers help new teachers cope with and interrupt homophobia? How do they help student teachers to negotiate teacher and sexual identities? What role, if any, do they play as new teachers make decisions about sharing their sexual orientation to others in school, particularly students? Although student teachers appreciate their cooperating teachers as role models, they find a lack of conversation with them about negotiating identities as both teachers and as lesbian or gay leads to missed opportunities or unintended learning. Student teachers struggled to translate their cooperating teachers' methods of coming out to their circumstances.
{"title":"Rethinking Silence as Support: Normalizing Lesbian and Gay Teacher Identities Through Models and Conversations in Student Teaching","authors":"David M. Donahue","doi":"10.1300/J367V04N04_06","DOIUrl":"https://doi.org/10.1300/J367V04N04_06","url":null,"abstract":"ABSTRACT In the vein of action research, the author examines his practice of matching lesbian and gay student teachers with a lesbian or gay cooperating teacher for field placement. This article addresses several questions. In what ways, if any, do lesbian and gay teachers help new teachers cope with and interrupt homophobia? How do they help student teachers to negotiate teacher and sexual identities? What role, if any, do they play as new teachers make decisions about sharing their sexual orientation to others in school, particularly students? Although student teachers appreciate their cooperating teachers as role models, they find a lack of conversation with them about negotiating identities as both teachers and as lesbian or gay leads to missed opportunities or unintended learning. Student teachers struggled to translate their cooperating teachers' methods of coming out to their circumstances.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124478584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teacher Research: Retrospect and Prospect","authors":"","doi":"10.1300/j367v04n04_01","DOIUrl":"https://doi.org/10.1300/j367v04n04_01","url":null,"abstract":"","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125804653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT This article offers a theory of identity that explicates how biological, experiential, and contextual influences contribute to the ongoing development of the human sense of self–what I describe as an ecological understanding of identity. My primary goal in developing this argument is not so much to create certainty about what it means to occupy a sexuality subject position but, instead, to interrupt certainty. Hopefully, my arguments about what constitutes human identities are unsettling, making readers less sure what is meant by words like gay, lesbian, bisexual, transsexual, heterosexual, man, and/or woman. I conclude with a discussion of what these insights might suggest for teacher education and for public schooling.
{"title":"Small Differences Matter: Interrupting Certainty About Identity in Teacher Education","authors":"D. Sumara","doi":"10.1300/J367v04n04_04","DOIUrl":"https://doi.org/10.1300/J367v04n04_04","url":null,"abstract":"ABSTRACT This article offers a theory of identity that explicates how biological, experiential, and contextual influences contribute to the ongoing development of the human sense of self–what I describe as an ecological understanding of identity. My primary goal in developing this argument is not so much to create certainty about what it means to occupy a sexuality subject position but, instead, to interrupt certainty. Hopefully, my arguments about what constitutes human identities are unsettling, making readers less sure what is meant by words like gay, lesbian, bisexual, transsexual, heterosexual, man, and/or woman. I conclude with a discussion of what these insights might suggest for teacher education and for public schooling.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123928614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT The Dowa (Human Rights) education program has become an effective method of changing concept and situations of Burakumin, a group of people that has been discriminated against in Japan. One educational strategy was to speak out their personal stories, which has become a trigger to some sexual minority teachers to come out, as well as others to establish a lesbian rights education program for adults and sexual diversity education courses at a national university.
{"title":"Sexual Minority Issues and Human Rights Education in Japan","authors":"K. Ofuji","doi":"10.1300/J367V04N04_09","DOIUrl":"https://doi.org/10.1300/J367V04N04_09","url":null,"abstract":"ABSTRACT The Dowa (Human Rights) education program has become an effective method of changing concept and situations of Burakumin, a group of people that has been discriminated against in Japan. One educational strategy was to speak out their personal stories, which has become a trigger to some sexual minority teachers to come out, as well as others to establish a lesbian rights education program for adults and sexual diversity education courses at a national university.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124689124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Hollis Sigler was an artist, teacher, and activist. Her works seductively invite us to consider fantasies and challenge to confront the monsters. Sigler's narrative artwork after 1991 focused almost exclusively on issues relating to her and her family's history with breast cancer. It purposefully calls into question the capricious nature of life and death. The gentle dollhouse imagery collides with the realities of disease, pain, and anger.
{"title":"Hollis Sigler: Artist, Teacher, and Activist","authors":"Deborah L. Smith-Shank","doi":"10.1300/J367V04N04_02","DOIUrl":"https://doi.org/10.1300/J367V04N04_02","url":null,"abstract":"ABSTRACT Hollis Sigler was an artist, teacher, and activist. Her works seductively invite us to consider fantasies and challenge to confront the monsters. Sigler's narrative artwork after 1991 focused almost exclusively on issues relating to her and her family's history with breast cancer. It purposefully calls into question the capricious nature of life and death. The gentle dollhouse imagery collides with the realities of disease, pain, and anger.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117060382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT The author reviewed 22 articles published in professional journals related to the field of education that examined the experiences of gay and lesbian teachers and related services personnel. Ten of the 22 articles were legal analyses; five were position papers; four reported the findings of empirical research studies; three were anecdotal reports. Gay and lesbian educators have been largely excluded from empirical studies in school and classroom settings. The author recommended the development of a critical qualitative research agenda that examines the school-based experiences of gay and lesbian teachers and related services personnel.
{"title":"Hidden, Invisible, Marginalized, Ignored: A Critical Review of the Professional and Empirical Literature (or Lack Thereof) on Gay and Lesbian Teachers in the United States","authors":"T. Duke","doi":"10.1300/J367v04n04_03","DOIUrl":"https://doi.org/10.1300/J367v04n04_03","url":null,"abstract":"ABSTRACT The author reviewed 22 articles published in professional journals related to the field of education that examined the experiences of gay and lesbian teachers and related services personnel. Ten of the 22 articles were legal analyses; five were position papers; four reported the findings of empirical research studies; three were anecdotal reports. Gay and lesbian educators have been largely excluded from empirical studies in school and classroom settings. The author recommended the development of a critical qualitative research agenda that examines the school-based experiences of gay and lesbian teachers and related services personnel.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123632662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Historically, schooling has been a point of contention and restless agitation for many lesbian, gay, bisexual, and transgender (LGBT) individuals in North America who may feel trapped in prisons of invisibility. Traditionally, queer people's existence in educational settings has been denied or made invisible, not just physically (in school hallways and classrooms, etc.) but also in terms of discourse, curricular representation, and policy design. This review discusses five books: (1) I Could Not Speak My Heart: Educational and Social Justice for Gay and Lesbian Youth, (2) Fit to Teach: Same-Sex Desire, Gender, and School Work in the Twentieth Century, (3) Disputing the Subject of Sex: Sexuality and Public School Controversies, (4) Sexual Orientation and School Policy: A Practical Guide for Teachers, Administrators, and Community Activists, and (5) the second edition of One Teacher in 10: LGBT Educators Tell Their Stories. Each book speaks to the complexity of how LGBT individuals and allies negotiate their visibility within contemporary school policy, curriculum, discourse and space.
{"title":"Making the Invisible Visible: Negotiating (In)Visibility and Transparency for LGBT Issues in Education","authors":"Cole Reilly","doi":"10.1300/J367V04N03_08","DOIUrl":"https://doi.org/10.1300/J367V04N03_08","url":null,"abstract":"ABSTRACT Historically, schooling has been a point of contention and restless agitation for many lesbian, gay, bisexual, and transgender (LGBT) individuals in North America who may feel trapped in prisons of invisibility. Traditionally, queer people's existence in educational settings has been denied or made invisible, not just physically (in school hallways and classrooms, etc.) but also in terms of discourse, curricular representation, and policy design. This review discusses five books: (1) I Could Not Speak My Heart: Educational and Social Justice for Gay and Lesbian Youth, (2) Fit to Teach: Same-Sex Desire, Gender, and School Work in the Twentieth Century, (3) Disputing the Subject of Sex: Sexuality and Public School Controversies, (4) Sexual Orientation and School Policy: A Practical Guide for Teachers, Administrators, and Community Activists, and (5) the second edition of One Teacher in 10: LGBT Educators Tell Their Stories. Each book speaks to the complexity of how LGBT individuals and allies negotiate their visibility within contemporary school policy, curriculum, discourse and space.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121457733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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