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Sexuality, schooling, and teacher identity formation: A critical pedagogy for teacher education
ARTICLE

TATE Volume 25, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Offering an alternative to normative teacher education that excludes meaningful sexuality and gender education from its curriculum, this article presents a critical teacher education multicultural curriculum based in the United States that included an autoethnographic narrative assignment as reflective space for teacher candidates to consider their identities as shaped by lived experiences with gender and sexuality. Using a categorical analysis of a cohort of 38 teacher candidate autoethnographies, discussed are insights revealed about their lived histories. Patterns included gender identification, heteronormativity, patriarchy, sex education, schooling experiences, teacher complicity, and teacher identity effects and sense of agency along with implications for educating future teachers.

Citation

Vavrus, M. (2009). Sexuality, schooling, and teacher identity formation: A critical pedagogy for teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 25(3), 383-390. Elsevier Ltd. Retrieved July 31, 2021 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.2008.09.002

Keywords