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ERIC Number: EJ1086409
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-1359-866X
Pre-Service Educators and Anti-Oppressive Pedagogy: Interrupting and Challenging LGBTQ Oppression in Schools
Mitton-Kukner, Jennifer; Kearns, Laura-Lee; Tompkins, Joanne
Asia-Pacific Journal of Teacher Education, v44 n1 p20-34 2016
There are increasing calls for pre-service educators to be responsive and responsible for anti-homophobic education. This research builds on the ongoing efforts to integrate Positive Space training in our two-year Bachelor of Education programme. We found through a series of focus group and individual interviews that pre-service teachers were aware of Lesbian, Gay, Bisexual, Transgendered, and Queering/Questioning (LGBTQ) oppression, witnessed it in schools, employed a range of strategies, but also experienced challenges due to power dynamics in schools, and may not have recognised the power of their interruptions. Our findings suggest that Positive Space training is valuable and necessary and needs to continue to be explicitly embedded in core courses so that all pre-service teachers, regardless of their discipline, develop the skills and attitudes necessary to be advocates for LGBTQ individuals.
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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