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Dear Gay, Lesbian, Bisexual, And Transgender Teacher: Letters Of
Advice To Help You Find Your Way is full of the voices of queer
educators and calls for educational leaders to be allies in their
social justice leadership roles. Queer professionals write personal
letters to junior queer colleagues answering the general prompt,
"What have you learned as a queer educator that you believe is
essential to the success of current or future gay, lesbian,
bisexual, or transgendered educators?" The responses are
thoughtful, powerful, poignant, and direct. The collection of
letters includes senior queer professionals, pre?service teachers
who were currently in university courses at the very beginning of
their careers, PreK?12 professionals at the beginning, middle, and
end of their careers, administrators, counselors, teacher?educators
at the university level, community educational leaders, lawyers,
and heterosexual allies. There are early childhood teachers,
elementary teachers, middle school and high school teachers
representing nearly every content area, special education teachers,
GSA (Gay Straight Alliance) leaders, school counselors, university
professors of education across various fields of specialization,
and activists. There are many races and ethnicities represented as
well as eight countries. There are rural professionals and urban
professionals. There are gay, lesbian, bisexual, and transgendered
educators represented. This group of letters represents the
intersectionality of queerness in all of its rich splendor.
This volume is an attempt to serve as a venue for giving a voice to
queer people from all faiths and no faiths to describe how they
negotiate or have negotiated spiritual violence in their lives, as
well as the voices of heterosexual allies who strive for the
inclusion of queer people as a counter narrative to spiritual
violence of full inclusion and embracement and demonstrate that
some communities of faith do not operate from paradigms of
violence, but instead operate with love, affirmation, and
inclusion. These counter narratives are important. This volume is a
collection of narratives that describe a variety of experiences -
stories of pain and rejection, joy, and overcoming and
transformation. The voices of the authors in this collection are a
mixture of personal narratives, theoretical or academic thought,
and because art and spirituality often go hand-in-hand, some of the
authors offer the reader more creative writing that reflects their
ideas.
Frustrated by the challenge of opening teacher education students
to a genuine understanding of the social justice concepts vital for
creating an equitable learning environment? Do your students ever
resist accepting that lesbian, gay, bisexual, transgender, or queer
people experience bias or oppression, or that their experiences
even belong in a conversation about "diversity,"
"multiculturalism," or "social justice?" Recognising these are
common experiences for teacher educators, the contributors to this
book present their struggles and achievements in developing
approaches that have successfully guided students to complex
understandings of such threshold concepts as White privilege,
homophobia, and heteronormativity, overcoming the "bottlenecks"
that impede progress toward bigger learning goals and
understandings. The authors initiate a conversation - one largely
absent in the social justice education literature and the discourse
- about the common content- and pedagogy-related challenges that
social justice educators face in their work, particularly for those
doing this work in relative or literal isolation, where collegial
understanding cannot be found down the hall or around the corner.
In doing so they hope not only to help individual teachers in their
practice, but also strengthen social justice teacher education more
systemically. Each contributor identifies a learning bottleneck
related to one or two specific threshold concepts that they have
struggled to help their students learn. Each chapter is a narrative
about individual efforts toward sometimes profound pedagogical
adjustment, about ambiguity and cognitive dissonance and
resistance, about trial and error, and about how these educators
found ways to facilitate foundational social justice learning among
a diversity of education students. Although this is not intended to
be a "how-to" manual, or to provide five easy steps to enable
straight students to "get" heteronormativity, each chapter does
describe practical strategies that teachers might adapt as part of
their own practice.
Frustrated by the challenge of opening teacher education students
to a genuine understanding of the social justice concepts vital for
creating an equitable learning environment? Do your students ever
resist accepting that lesbian, gay, bisexual, transgender, or queer
people experience bias or oppression, or that their experiences
even belong in a conversation about "diversity,"
"multiculturalism," or "social justice?" Recognising these are
common experiences for teacher educators, the contributors to this
book present their struggles and achievements in developing
approaches that have successfully guided students to complex
understandings of such threshold concepts as White privilege,
homophobia, and heteronormativity, overcoming the "bottlenecks"
that impede progress toward bigger learning goals and
understandings. The authors initiate a conversation - one largely
absent in the social justice education literature and the discourse
- about the common content- and pedagogy-related challenges that
social justice educators face in their work, particularly for those
doing this work in relative or literal isolation, where collegial
understanding cannot be found down the hall or around the corner.
In doing so they hope not only to help individual teachers in their
practice, but also strengthen social justice teacher education more
systemically. Each contributor identifies a learning bottleneck
related to one or two specific threshold concepts that they have
struggled to help their students learn. Each chapter is a narrative
about individual efforts toward sometimes profound pedagogical
adjustment, about ambiguity and cognitive dissonance and
resistance, about trial and error, and about how these educators
found ways to facilitate foundational social justice learning among
a diversity of education students. Although this is not intended to
be a "how-to" manual, or to provide five easy steps to enable
straight students to "get" heteronormativity, each chapter does
describe practical strategies that teachers might adapt as part of
their own practice.
This volume is an attempt to serve as a venue for giving a voice to
queer people from all faiths and no faiths to describe how they
negotiate or have negotiated spiritual violence in their lives, as
well as the voices of heterosexual allies who strive for the
inclusion of queer people as a counter narrative to spiritual
violence of full inclusion and embracement and demonstrate that
some communities of faith do not operate from paradigms of
violence, but instead operate with love, affirmation, and
inclusion. These counter narratives are important. This volume is a
collection of narratives that describe a variety of experiences -
stories of pain and rejection, joy, and overcoming and
transformation. The voices of the authors in this collection are a
mixture of personal narratives, theoretical or academic thought,
and because art and spirituality often go hand-in-hand, some of the
authors offer the reader more creative writing that reflects their
ideas.
Dear Gay, Lesbian, Bisexual, And Transgender Teacher: Letters Of
Advice To Help You Find Your Way is full of the voices of queer
educators and calls for educational leaders to be allies in their
social justice leadership roles. Queer professionals write personal
letters to junior queer colleagues answering the general prompt,
"What have you learned as a queer educator that you believe is
essential to the success of current or future gay, lesbian,
bisexual, or transgendered educators?" The responses are
thoughtful, powerful, poignant, and direct. The collection of
letters includes senior queer professionals, pre?service teachers
who were currently in university courses at the very beginning of
their careers, PreK?12 professionals at the beginning, middle, and
end of their careers, administrators, counselors, teacher?educators
at the university level, community educational leaders, lawyers,
and heterosexual allies. There are early childhood teachers,
elementary teachers, middle school and high school teachers
representing nearly every content area, special education teachers,
GSA (Gay Straight Alliance) leaders, school counselors, university
professors of education across various fields of specialization,
and activists. There are many races and ethnicities represented as
well as eight countries. There are rural professionals and urban
professionals. There are gay, lesbian, bisexual, and transgendered
educators represented. This group of letters represents the
intersectionality of queerness in all of its rich splendor.
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