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TEACHER CANDIDATES AS LGBTQ AND SOCIAL JUSTICE ADVOCATES THROUGH CURRICULAR ACTION

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Author(s)
Tompkins, Joanne
Kearns, Laura-Lee
Mitton-Kükner, Jennifer
Keywords
LGBTQ education; LGBTQ curriculum; social justice; homophobia; genderism; LGBTQ teacher-education
éducation LGBTQ; programme LGBTQ; justice sociale; homophobie; genrisme/gendérisme; formation des enseignants LGBTQ

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URI
http://hdl.handle.net/20.500.12424/3316
Online Access
http://mje.mcgill.ca/article/view/9356
Abstract
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. DE FUTURS ENSEIGNANTS DÉFENSEURS DES DROITS DE LA COMMUNAUTÉ LGBTQ ET DE LA JUSTICE SOCIALE GRÂCE À L’ACTION PÉDAGOGIQUE Les enseignants des facultés en éducation font face à des défis fondamentaux en ce qui a trait à la préparation des futurs enseignants. Comment les amener à voir l’école comme une partie intégrante de contextes sociaux plus vastes ? Comment favoriser leur apprentissage constant comme défenseurs des droits sociaux ? Les approches anti-oppressives qui remettent en question la marginalisation des jeunes lesbiennes, gais, bisexuels, transgenres et queer ou en questionnement (LGBTQ) sont au centre de cette recherche. Cet article a deux visées. Tout d’abord, celui-ci clarifie l’impact du programme Positive Space sur les motivations et habiletés des futurs enseignants à agir comme alliés et défenseurs de la justice sociale. Nous y explorons également le processus vécu par les futurs enseignants pour devenir plus compréhensifs, responsables et orientés vers l’action pour, avec et en tant que membres de la communauté LGBTQ. Nous examinons aussi la manière dont ils remettent en question l’hétéronormativité et la conception binaire des genres via les programmes formels et informels.
Les enseignants des facultés en éducation font face à des défis fondamentaux en ce qui a trait à la préparation des futurs enseignants. Comment les amener à voir l’école comme une partie intégrante de contextes sociaux plus vastes ? Comment favoriser leur apprentissage constant comme défenseurs des droits sociaux ? Les approches anti-oppressives qui remettent en question la marginalisation des jeunes lesbiennes, gais, bisexuels, transgenres et queer ou en questionnement (LGBTQ) sont au centre de cette recherche. Cet article a deux visées. Tout d’abord, celui-ci clarifie l’impact du programme Positive Space sur les motivations et habiletés des futurs enseignants à agir comme alliés et défenseurs de la justice sociale. Nous y explorons également le processus vécu par les futurs enseignants pour devenir plus compréhensifs, responsables et orientés vers l’action pour, avec et en tant que membres de la communauté LGBTQ. Nous examinons aussi la manière dont ils remettent en question l’hétéronormativité et la conception binaire des genres via les programmes formels et informels.
Date
2018-07-01
Type
info:eu-repo/semantics/article
Identifier
oai:ojs.ejournal.library.mcgill.ca:article/9356
http://mje.mcgill.ca/article/view/9356
Copyright/License
Copyright (c) 2018 McGill Journal of Education / Revue des sciences de l'éducation de McGill
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