We are Here, We are Queer, and We are Scared: Reclaiming Educational Spaces for LGBTQ+ Identities
Location
Preston 2
Session Format
Presentation
Abstract
Currently, there is an attack on LGBTQ+ individuals, especially in southern states. In 2022, six southern states (Alabama, Florida, Louisiana, Mississippi, Oklahoma, Texas) enacted laws that prohibit discussing LGBTQ+ students or issues within P-12 schools. According to the ACLU (2023), there are 474 anti-LGBTQ+ bills in the United States. These laws create school climates that perpetuate heteronormativity, which is be damaging for LGBTQ+ individuals within schools, especially students. Teacher preparation programs must begin addressing the challenges these laws present to P-12 schools. In this article, the author discusses a qualitative research study that examined southern gay male teachers’ beliefs about the intersectionality of sexuality, gender identity, and pedagogy in secondary classrooms. The study utilized unstructured individual interviews, an unstructured focus group interview, classroom observations with field notes, and a research journal. The author incorporated queer theory as the theoretical framework.
Keywords
queer theory, LGBTQ+, teacher preparation
Professional Bio
Joseph R. Jones earned his PhD (Teaching, Curriculum, and Change) from The University of Rochester. He is a qualitative researcher whose scholarship resides within a critical theory paradigm. His research examines inclusivity within educational institutions and by extension the broader society. He is the recipient of numerous awards including the 2020 Teacher of the Year Award from the Georgia Council of Teachers of English and the 2017 Stonewall Service Award from the Conference of College Composition and Communication/National Council for Teachers of English, which recognized his contributions to his scholastic field.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Jones, Joseph R., "We are Here, We are Queer, and We are Scared: Reclaiming Educational Spaces for LGBTQ+ Identities" (2024). Georgia Educational Research Association Conference. 27.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/27
We are Here, We are Queer, and We are Scared: Reclaiming Educational Spaces for LGBTQ+ Identities
Preston 2
Currently, there is an attack on LGBTQ+ individuals, especially in southern states. In 2022, six southern states (Alabama, Florida, Louisiana, Mississippi, Oklahoma, Texas) enacted laws that prohibit discussing LGBTQ+ students or issues within P-12 schools. According to the ACLU (2023), there are 474 anti-LGBTQ+ bills in the United States. These laws create school climates that perpetuate heteronormativity, which is be damaging for LGBTQ+ individuals within schools, especially students. Teacher preparation programs must begin addressing the challenges these laws present to P-12 schools. In this article, the author discusses a qualitative research study that examined southern gay male teachers’ beliefs about the intersectionality of sexuality, gender identity, and pedagogy in secondary classrooms. The study utilized unstructured individual interviews, an unstructured focus group interview, classroom observations with field notes, and a research journal. The author incorporated queer theory as the theoretical framework.
