Enacting an anti-heteronormative praxis in teacher education
Document Type
Presentation
Presentation Date
11-11-2018
Abstract or Description
Paper presented as part of a symposium session at the National Women’s Studies Association Conference
Much of the research on teacher education focuses on the content of the coursework, students’ learning outcomes, and the long-term impact on students’ dispositions and future practices. The same applies to research on heteronormative discourses in teacher education programs. How do faculty engage in anti-heteronormative work in these spaces? What can such a praxis look like in courses on human development, classroom assessment, and research where the dominant discourse is steeped in the erasure of sexuality and binary notions of sex and gender? This paper shares my reflections on developing a radical politics of anti-heteronormativity in teacher education spaces.
Sponsorship/Conference/Institution
National Women’s Studies Association Conference
Location
Atlanta, GA
Source
https://convention2.allacademic.com/one/nwsa/nwsa18/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1398896&PHPSESSID=nqsobqh3fv4bq5ls05lqme1ocs
Recommended Citation
Shannon-Baker, Peggy.
2018.
"Enacting an anti-heteronormative praxis in teacher education."
Department of Curriculum, Foundations, & Reading Faculty Presentations.
Presentation 288.
source: https://convention2.allacademic.com/one/nwsa/nwsa18/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1398896&PHPSESSID=nqsobqh3fv4bq5ls05lqme1ocs
https://digitalcommons.georgiasouthern.edu/curriculum-facpres/288
