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Recognition, responsibility, and risk: Pre-service teachers' framing and reframing of lesbian, gay, and bisexual social justice issues
ARTICLE

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TATE Volume 28, Number 8, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Schmidt, S.J., Chang, S.p., Carolan-Silva, A., Lockhart, J. & Anagnostopoulos, D. (2012). Recognition, responsibility, and risk: Pre-service teachers' framing and reframing of lesbian, gay, and bisexual social justice issues. Teaching and Teacher Education: An International Journal of Research and Studies, 28(8), 1175-1184. Elsevier Ltd. Retrieved October 22, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.07.002

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