کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374120 | 622475 | 2012 | 10 صفحه PDF | دانلود رایگان |
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.
► We develop a matrix of social justice drawing on Nancy Fraser.
► We find struggle to view sexuality through a social justice lens.
► Students note the risks and structures that contain teaching.
► Students need help contextualizing LGBT issues in diversity education.
Journal: Teaching and Teacher Education - Volume 28, Issue 8, November 2012, Pages 1175–1184