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2nd International Handbook of Self-Study of Teaching and Teacher Education pp 1–22Cite as

LGBTQ Themes in the Self-Study of Teacher Educators

A Queer Review of the Literature

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Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

In spite of the increased social acceptance and legal advances for LGBTQ people globally, homophobia and transphobia are deeply embedded in the fabric of society. These status quo conceptualizations of gender and sexuality will continue in classrooms and schools unless teacher educators offer affirmative LGBTQ perspectives to dispel phobias and promote inclusive practices that advocate for and ally with LGBTQ youth. Therefore, the purpose of this chapter is to investigate how the literature of teacher education, particularly the self-study of teacher educator practices, has attended to LGBTQ themes. Queer theory is employed as a theoretical framework to guide the analysis of the reviewed literature. The results of the review reveal three major themes, which are analyzed in the context of SSTEP: (1) queering teacher educator identities, (2) queering pedagogical practice, and (3) queering classrooms and curriculum. The chapter identifies how insights from this body of work can inform the research and practice of teacher educators in the interest of promoting teacher education that advance anti-homophobia and anti-transphobia in educational contexts at large. The chapter concludes with a discussion on the findings and recommendations for future research on LGBTQ themes, particularly in SSTEP.

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Authors and Affiliations

  1. Department of Elementary and Secondary Education, New Jersey City University, Jersey City, NJ, USA

    Adrian D. Martin

  2. Faculty of Education, Brock University, St. Catharines, ON, Canada

    Julian Kitchen

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  1. Adrian D. Martin
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  2. Julian Kitchen
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Correspondence to Adrian D. Martin .

Editor information

Editors and Affiliations

  1. Faculty of Education, Brock University Faculty of Education, St. Catharines, ON, Canada

    Julian Kitchen

  2. School of Education, Royal Melbourne Institute of Technology School of Education, Bundoora, VIC, Australia

    Amanda Berry

  3. School of Education, University of Iceland School of Education, Reykjavik, Iceland

    Hafdís Guðjónsdóttir

  4. Faculty of Education, Simon Fraser University Faculty of Education, Burnaby, BC, Canada

    Shawn Michel Bullock

  5. Dept. of Secondary and Special Education, Montclair State University, Montclair, NJ, USA

    Monica Taylor

  6. College of Education, Kent State University College of Education, Kent, OH, USA

    Alicia R. Crowe

Section Editor information

  1. Department of Secondary and Special Education, Montclair State University, Montclair, New Jersey, USA

    Monica Taylor

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Martin, A.D., Kitchen, J. (2019). LGBTQ Themes in the Self-Study of Teacher Educators. In: Kitchen, J., Berry, A., Guðjónsdóttir, H., Bullock, S., Taylor, M., Crowe, A. (eds) 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_19-1

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  • DOI: https://doi.org/10.1007/978-981-13-1710-1_19-1

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  • Print ISBN: 978-981-13-1710-1

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