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ERIC Number: EJ995168
Record Type: Journal
Publication Date: 2012
Pages: 8
Abstractor: As Provided
Reference Count: 7
ISBN: N/A
ISSN: ISSN-1068-1752
Dismantling the Context and Breaking Free from Contextual Oppositions: How Teacher Education Programs Can Combat Homophobia
Jones, Joseph R.
SRATE Journal, v22 n1 p8-15 Fall-Win 2012
In exploring homophobia in schools, the author discusses a qualitative research study conducted with a group of teachers from New York State. The article examines how the group of teachers (participating in professional development program) discusses their perceptions of homophobia in their classrooms and schools. Specifically, the teachers discuss how certain language uses and behaviors (although homophobic) may be appropriate within their classrooms and schools because of their constructed contextual oppositions. These oppositions dictate how they perceive and define homophobia in their schools. The study offers several implications for teacher education programs to consider when addressing homophobia in schools. (Contains 1 table.)
Southeastern Regional Association of Teacher Educators. Web site: http://www.sratejournal.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York