Our voices count: The lived experiences of LGBTQ educators and its impact on teacher education preparation programs
FO Dykes, JL Delport - Teaching Education, 2018 - Taylor & Francis
FO Dykes, JL Delport
Teaching Education, 2018•Taylor & FrancisLGBTQ issues are often marginalized in teacher preparation programs. This marginalization
perpetuates heternormative practices in schools. Utilizing the lens of narrative inquiry, this
study examined the lives of 10 LGBTQ teachers residing in various geographical regions in
the United States. Based on the theoretical framework of Queer Theory, this paper examines
discursive powers that marginalize LGBTQ teachers and offers recommendations to
eliminate repressive, heteronormative practices in teacher educator preparation programs.
perpetuates heternormative practices in schools. Utilizing the lens of narrative inquiry, this
study examined the lives of 10 LGBTQ teachers residing in various geographical regions in
the United States. Based on the theoretical framework of Queer Theory, this paper examines
discursive powers that marginalize LGBTQ teachers and offers recommendations to
eliminate repressive, heteronormative practices in teacher educator preparation programs.
Abstract
LGBTQ issues are often marginalized in teacher preparation programs. This marginalization perpetuates heternormative practices in schools. Utilizing the lens of narrative inquiry, this study examined the lives of 10 LGBTQ teachers residing in various geographical regions in the United States. Based on the theoretical framework of Queer Theory, this paper examines discursive powers that marginalize LGBTQ teachers and offers recommendations to eliminate repressive, heteronormative practices in teacher educator preparation programs.
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