ERIC Number: EJ1068299
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 45
Queering the Teacher as a Text in the English Language Arts Classroom: Beyond Books, Identity Work and Teacher Preparation
Kedley, Kate E.
Sex Education: Sexuality, Society and Learning, v15 n4 p364-377 2015
Classrooms reflect and contribute to normative sex, gender and sexuality categories in school culture, rules and rituals. Texts, materials, curriculum and the discourse we employ as educators perpetuate the pervasiveness of these categories. This paper explores some of the less visible ways in which sex and gender categories are constructed in US English Language Arts (ELA) classrooms, and how institutionalised heteronormativity positions students within normative categories of sex, gender and sexuality. These limiting conversations are difficult to identify and even more difficult to challenge. But it is precisely this dynamic--the subconscious reinforcing of sex and gender binaries--that upholds the dominance of the institution of heterosexuality. Merely addressing lesbian, gay, bisexual, transgender, queer (LGBTQ) issues in the field of teaching reading, writing and literacy is an incomplete strategy. To disrupt normative narratives in the ELA classroom, educators must first identify the everyday practices occurring in school spaces, specifically recognising the teacher as a text. For sustained challenges to institutionalised norms, ELA teachers must engage in this work outside of LGBTQ-inclusive instructional materials and anti-homophobic education, and this paper offers specific methods for disrupting mainstream narratives in ELA classrooms.
Descriptors: Language Arts, English Instruction, Sexuality, Gender Issues, Social Attitudes, Homosexuality, English Teachers, School Culture, Gender Bias, Social Bias, Sexual Orientation, Sexual Identity, Identification (Psychology), Secondary Education, Reading Materials, Consciousness Raising, Teacher Attitudes, Change Strategies, Social Justice
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Authoring Institution: N/A