Queer teacher to queer teacher: reflections, questions, and hopes from current and aspiring educators

Research output: Contribution to journalArticle

Abstract

Today, members of the various lesbian, gay, bisexual, transgender, and queer (LGBTQ) communities enjoy many of the same rights and privileges as their cis-gender, heterosexual peers. Yet, the lived experiences of many queer-identified teachers in schools remain problematic, uncomfortable, and tension-filled. Given the rise of ‘No Promo Homo’ laws that exist in six states and current Supreme Court cases being argued that question whether or not anti-discrimination laws should apply to sexual orientation and gender identity in the workplace, many queer teachers justifiably feel uneasy. In this reflective narrative, I utilized semi-structured interviews to awaken participants’ memories of past classroom experiences. While not engaged in face-to-face interaction, the six queer individuals who participated in this project evoke images of people in conversation from afar. Throughout the narrative, I insert my voice in the hopes of creating larger meaning from the wisdom, advice, questions, fears, and hopes of the six participants.

Original languageEnglish (US)
Pages (from-to)32-44
Number of pages13
JournalTeaching Education
Volume31
Issue number1
DOIs
StatePublished - Jan 2 2020

Keywords

  • Queer teacher
  • k-12 classroom
  • narrative

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