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ERIC Number: EJ1081610
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-1360-3116
Troubling Gender through Mail Art
McGregor, Catherine
International Journal of Inclusive Education, v19 n12 p1307-1324 2015
A persistent and troubling trend in teacher education programmes is how gender is constructed heteronormatively. Finding ways that challenge novice teacher thinking about gender and gender identities has proven to be difficult ([Grace, A. P., and K. Wells. 2006. "The Quest for a Queer Inclusive Cultural Ethics: Setting Directions for Teachers' Preservice and Continuing Professional Development." In "New Directions for Adult and Continuing Education," edited by R. J. Hill, 51-61. San Fransisco: Jossey-Bass.; Kitchen, J., and C. Bellini. 2012. "Addressing Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Issues in Teacher Education: Teacher Candidates' Perceptions." "Alberta Journal of Educational Research" 58 (3): 444-460.]). This article describes a recently completed study in which Mail Art and autoethnographic writing were used to disrupt normative understandings of gender and gender expression. After detailing the study's theoretical foundations, three visual and textual exemplars illustrate how heteronormativity can be productively disrupted. The article ends with a list of potential questions for educators that might disrupt dominant, heteronormative educational practices.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada