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West Ashley Library
9 a.m. - 6 p.m.
Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 1 p.m.
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 6 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 6 p.m.
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
9 a.m. - 6 p.m.
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Hurd/St. Andrews Library
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Dorchester Road Library
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Phone: (843) 722-7550
Baxter-Patrick James Island
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Main Library
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Phone: (843) 805-6930
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Learning through Practice: Conceptualizing the Demands of Queer-Inclusive Teaching
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- Author(s): Staley, Sara (ORCID
Staley, Sara (ORCID 0000-0002-8556-1274 )- Language:
English- Source:
Curriculum Inquiry. 2023 53(2):126-147.- Publication Date:
2023- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 22
- Intended Audience: Teachers
- Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Elementary Secondary Education - Subject Terms:
- Accession Number: 10.1080/03626784.2022.2089004
- ISSN: 0362-6784
1467-873X - Abstract: The scholarly conversation on preparing teachers to organize safer, more humanizing learning environments for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) youth generally does not intersect with conversations unfolding in the broader teacher education literature, specifically around what "practice" means in learning to teach. In this article, I bridge that divide by reporting on a case study designed to investigate how one kindergarten teacher enacted queer-inclusive practice. By "queer-inclusive practice," I mean to capture two pedagogical goals: (1) including LGBTQ + topics in curricula; and (2) moving beyond inclusion by disrupting normativity. Grounded in the assumption that teaching is uncertain and complex work, I draw on queer and anti-oppressive theories to conceptualize "demands" as a generative lens for investigating what teachers negotiate during enactments of queer-inclusive practice. Bringing that lens to bear in this study animated the unpredictability of what pedagogical efforts to disrupt commonsense will do to learners and learners' desires to learn in ways that repeat what they already know. I conclude that the lens of demands frames pedagogical challenges that arise when teachers enact disruptive, justice-oriented practices as a productive problem space for teachers and teacher educators to navigate.
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: EJ1388783
- Availability:
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