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ERIC Number: EJ902674
Record Type: Journal
Publication Date: 2010
Pages: 16
Abstractor: ERIC
Reference Count: 40
ISSN: ISSN-1536-3031
Broadening Views of Social Justice and Teacher Leadership: Addressing LGB Issues in Teacher Education
Larrabee, Timothy G.; Morehead, Pamela
Issues in Teacher Education, v19 n2 p37-52 Fall 2010
Teachers play a critical role in improving teaching, learning, teacher-student relationships, and school climate, and teacher education programs have a responsibility to prepare teachers to work with every student in their classroom. Kosciw, Diaz, and Greytak (2008) reported that, between 2001 and 2007, although library resources on lesbian, gay, and bisexual (LGB) issues have increased, over this same time period, there has been a decrease in LGB resources in classrooms, and LGB-related issues are less likely to be included in curricula. The "2007 National School Climate Survey" documents lowered grade point averages, poor teacher-student relations, and a hostile school climate for many LGB-identified students. Yet, many new teachers remain resistant to addressing LGB issues; some hesitate out of fear or intimidation. In view of these findings, this heuristic case study asks, "What themes emerge in graduate education students' written reflections following a guest lecture on LGB-related educational issues?" In this article, the authors explain what happened during the presentation and analyze the impact of the guest lecture. Specifically, they evaluate students' reflections and draw conclusions from their analyses to heighten the potential for application to other settings. To become social justice advocates, the authors believe that teachers must actualize their leadership potential. Teacher leaders effectively working for social justice may be seen as those who keep their sense of purpose alive and who are reflective and action oriented; they know themselves and accept responsibility for student learning, and they are not silenced by those around them. To effectively serve as advocates for their students, teacher leaders must possess knowledge of the diverse needs of their students, including those who identify as LGB.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A