NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1184220
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1916-0666
EISSN: N/A
Teacher Candidates as LGBTQ and Social Justice Advocates through Curricular Action
Tompkins, Joanne; Kearns, Laura-Lee; Mitton-Kükner, Jennifer
McGill Journal of Education, v52 n3 p677-698 2017
Critical challenges facing teacher educators at faculties of education is how to prepare teacher candidates to see schools situated in larger social contexts and support their ongoing learning as social justice advocates. Anti-oppressive work that challenges the marginalization of Lesbian, Gay, Bi-sexual, Transgender, Two-Spirited, Queering and/or Questioning (LGBTQ) youth is critical to this work. The purpose of this paper is twofold, first to understand the impact of the Positive Space program on teacher candidates' reasons and abilities to act as allies and social justice advocates. Second, we explore the process of teacher candidates becoming knowledgeable, empowered, and action-oriented for, with, and as LGBTQ community members and the ways they challenge heteronormativity and the gender binary through the formal and informal curriculum.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A