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Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices

  • Monica Taylor
  • Lesley Coia

Part of the Professional Learning book series (PROFL)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Monica Taylor, Lesley Coia
    Pages 1-9
  3. Kathryn Strom, Rabab Abi-Hanna, Linda Abrams, Charity Dacey, Jacqueline Dauplaise
    Pages 31-43
  4. Mary Lynn Hamilton, Stefinee Pinnegar
    Pages 45-60
  5. Rachel Forgasz, Allie Clemans
    Pages 61-75
  6. Jeffrey J. Kuzmic
    Pages 77-92
  7. Deborah L. Tidwell, Pamela T. Schwartz, Janet T. Dunn
    Pages 93-110
  8. Nathan D. Brubaker
    Pages 111-125
  9. Julian Kitchen
    Pages 127-141
  10. Adrian D. Martin
    Pages 143-156
  11. Lesley Coia, Monica Taylor
    Pages 157-169
  12. Back Matter
    Pages 171-174

About this book

Introduction

This edited volume gives explicit attention to the influence of gender, feminism, and queer theory in self-study of teacher education practices. It builds on the self-study community’s interest in social justice that has mostly been focused on race, ethnicity, gender, disability, and power, as well as broad conceptions that include multiculturalism and ways of knowing. This is the time to examine gender both because our community is growing and because of the reconceptualization of issues of gender, feminism, and queer theory in teacher education. This collection of papers provides a space for members of the self-study field, from founders to welcomed new members, along with the general community of teacher educators to problematize these issues through a variety of theoretical lenses. As always with self-study the impetus of the research is on the improvement of individual practice. Readers will find innovative approaches and insights into their own work as teacher educators.

Keywords

feminism gender queer theory social justice teacher education

Editors and affiliations

  • Monica Taylor
    • 1
  • Lesley Coia
    • 2
  1. 1.Montclair State UniversityUSA
  2. 2.Agnes Scott CollegeUSA

Bibliographic information