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ERIC Number: EJ1388783
Record Type: Journal
Publication Date: 2023
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0362-6784
EISSN: EISSN-1467-873X
Learning through Practice: Conceptualizing the Demands of Queer-Inclusive Teaching
Staley, Sara
Curriculum Inquiry, v53 n2 p126-147 2023
The scholarly conversation on preparing teachers to organize safer, more humanizing learning environments for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) youth generally does not intersect with conversations unfolding in the broader teacher education literature, specifically around what "practice" means in learning to teach. In this article, I bridge that divide by reporting on a case study designed to investigate how one kindergarten teacher enacted queer-inclusive practice. By "queer-inclusive practice," I mean to capture two pedagogical goals: (1) including LGBTQ + topics in curricula; and (2) moving beyond inclusion by disrupting normativity. Grounded in the assumption that teaching is uncertain and complex work, I draw on queer and anti-oppressive theories to conceptualize "demands" as a generative lens for investigating what teachers negotiate during enactments of queer-inclusive practice. Bringing that lens to bear in this study animated the unpredictability of what pedagogical efforts to disrupt commonsense will do to learners and learners' desires to learn in ways that repeat what they already know. I conclude that the lens of demands frames pedagogical challenges that arise when teachers enact disruptive, justice-oriented practices as a productive problem space for teachers and teacher educators to navigate.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A