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ERIC Number: ED479173
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Heteronormativity and Teaching: A Phenomenological Study of Lesbian Teachers.
Melillo, Sandra M.
The purpose of a phenomenological study was to understand what impact heteronormativity has on a lesbian teacher's perception of her instructional style, content, and context of curriculum taught. Through taped interviews with nine lesbian educators teaching in the K-12 programs in Florida's Dade, Broward, and Miami-Dade counties, this study examined the personal experiences of lesbian teachers. The framework for the study included theories related to historical, sociocultural, and psychosocial development; while the methodology included a qualitative design using primary elements of a phenomenological study. The themes characterized the coming-out process of a lesbian, which directly paralleled the personal development and influenced the professional development of the lesbian educator: (1) self-acknowledgment; (2) self-identification; (3) coming-out to other lesbians by overcoming fear and establishing relationships; and (4) coming-out to others. The results of this study showed that the acceptance of being a lesbian, shared with the acknowledgment, rather than compliance or defiance, of cultural hegemony allows the lesbian educator to develop a curriculum and a classroom climate that fosters understanding, and generates social change among colleagues, parents, and students, one person at a time. (Contains 15 references, 1 table, and 3 figures.) (Author/BT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida