Recognition,responsibility, and risk: Pre-service teachers' framing and reframing of lesbian,gay, and bisexual social justice issues |
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| Authors: | Sandra J Schmidt Shih-pei Chang Aliah Carolan-Silva John Lockhart Dorothea Anagnostopoulos |
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| Institution: | 1. Teachers College, Columbia University, 525 W. 120th St, 420B Zankel Hall, New York, NY 10027, USA;2. Center for International Studies, Huey Deng High School, No. 117-60, Zhenshan Rd., Yuanshan Township, Yilan County 26446, Taiwan;3. Goshen College, 1700 South Main Street, Goshen, IN 46526, USA;4. Pacific University, 40 East Broadway, Eugene, OR 97401, USA;5. Michigan State University, 331 Erickson Hall, East Lansing, MI 48824, USA |
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| Abstract: | This paper presumes teachers play crucial roles in making more just societies and teacher educators must decide how they will participate in and/or shape a global dialog about LGB rights with pre-service teachers. This paper utilizes Fraser's theory of justice to consider curricular change. It examines the values and experiences pre-service teachers bring to their university education that shape their interaction with curricula. Analysis of classroom dialog suggests that pre-service teachers have a more complex understanding of structure and transformation than their nascent language around sexuality allows them to articulate. These optimistic findings lead to proposals for transforming how we teach about sexuality. |
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| Keywords: | Social justice Heteronormativity Sexuality Transformation Enacted curriculum |
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