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Queer PedagogiesQueer(y)ing Teacher Education: Ignorance, Insecurity, and Intolerance

Queer Pedagogies: Queer(y)ing Teacher Education: Ignorance, Insecurity, and Intolerance [In 2001, Marc Prensky stated: “Today’s students are no longer the people our educational system was designed to teach” (p. 1). Prensky meant this in terms of technology, but this statement also applies to students’ perspectives on identities, particularly gender and sexuality. Driver’s (Queer girls and popular culture: Reading, resisting, and creating media, New York, 2007) research explores how youth are defining their own genders, using phrases such as: “[i]n the middle of fem and butch,” “[a] tom boy with a princess stuck inside of me,” “andro,” “fem-androgynous,” “in-between,” “boi,” “birl” (pp. 41–42). Meanwhile, teacher education programs rarely address sexuality or discuss the multiplicity of gender due to the stigma and silence long associated with queer culture. This chapter examines the current state of teacher education in terms of queer topics and looks at different conceptualizations of how teacher education programs can better prepare preservice teachers for the gender, sexuality, and identity diversity of their students.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Queer PedagogiesQueer(y)ing Teacher Education: Ignorance, Insecurity, and Intolerance

Part of the Critical Studies of Education Book Series (volume 11)
Editors: Mayo, Cris; Rodriguez, Nelson M.
Kellinger, Janna Jackson
Queer Pedagogies — Oct 2, 2019
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17 pages

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References (41)

Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2019
ISBN
978-3-030-27064-3
Pages
109 –126
DOI
10.1007/978-3-030-27066-7_8
Publisher site
See Chapter on Publisher Site

Abstract

[In 2001, Marc Prensky stated: “Today’s students are no longer the people our educational system was designed to teach” (p. 1). Prensky meant this in terms of technology, but this statement also applies to students’ perspectives on identities, particularly gender and sexuality. Driver’s (Queer girls and popular culture: Reading, resisting, and creating media, New York, 2007) research explores how youth are defining their own genders, using phrases such as: “[i]n the middle of fem and butch,” “[a] tom boy with a princess stuck inside of me,” “andro,” “fem-androgynous,” “in-between,” “boi,” “birl” (pp. 41–42). Meanwhile, teacher education programs rarely address sexuality or discuss the multiplicity of gender due to the stigma and silence long associated with queer culture. This chapter examines the current state of teacher education in terms of queer topics and looks at different conceptualizations of how teacher education programs can better prepare preservice teachers for the gender, sexuality, and identity diversity of their students.]

Published: Oct 2, 2019

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