Beyond Pronouns: The Case for Gender-Expansive and Democratizing Practice in Teacher Education-Reference-Cited by-同舟云学术

Beyond Pronouns: The Case for Gender-Expansive and Democratizing Practice in Teacher Education

Published:2022-08 Issue:8 Volume:124 Page:275-286
ISSN:0161-4681
Container-title:Teachers College Record: The Voice of Scholarship in Education
language:en
Short-container-title:Teachers College Record: The Voice of Scholarship in Education

Author:

Blair Elizabeth E.¹,Deckman Sherry L.²

Affiliation:

1. University of Wisconsin–Whitewater, Whitewater, WI, USA

2. Lehman College, City University of New York, Bronx, NY, USA

Abstract

Many teacher education programs are committed to social justice. This commentary argues that gender-expansive education—teaching that opens up, democratizes, and complicates our understandings of gender, gender identity, and gendered embodiment in our classrooms in ways that make space for all kinds of students—must be meaningfully, intersectionally included in teacher education that aims to promote equity, democracy, and freedom through schooling. We suggest ways that teacher education programs can leverage many of the critical skills and dispositions already cultivated in social justice education to integrate gender-expansive perspectives throughout their curriculum.

Publisher

SAGE Publications

Subject

Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/01614681221124194

Reference33 articles.

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2. Blair E. E., Deckman S. L. (2020). “Distressing” situations and differentiated interventions: Preservice teachers’ imagined futures with trans and gender-creative students. Teachers College Record, 122(7), 1–38. https://doi.org/10.1177/016146812012200704

3. Toward an experimental ecology of human development.

4. Chubbuck S. M., Zembylas M. (2008). The emotional ambivalence of socially just teaching: A case study of a novice urban schoolteacher. American Educational Research Journal, 45(2), 274–318. https://doi.org/10.3102/0002831207311586

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