Preface
Acknowledgements
Chapter 1– Negotiating Identity as Teacher—A Critical Pedagogy of
Learning to Teach
Patrick M. Jenlink
Chapter 2– Performativity and Disidentification: Subverting
Identity Politics Through Stereotypical Embrace or Rejection
Adam j. Greteman & Ira David Socol
Chapter 3– LGBT Teacher Identity: Transgressing the Linear and Into
the Spherical Identity Model
Megan S. Kennedy
Chapter 4– Understanding and Undermining Heteronormativity
Heather Hickman
Chapter 5– Shh . . . Out: From Silence to Self—How Experiences as
Gay and Lesbian Teachers Inform Teaching
Jana Jackson
Chapter 6– Teachers as Sexual Strangers
Steve Fifield
Chapter 7– The Personal is Professional: Understanding Schools as
Cultural Institutions through the Identities of
Mother/Educator/Lesbian
Laura A. Bower
Chapter 8– Dismantling Straight Privilege: Alternate Conceptions of
Identity and Education
Tonette S. Rocco, Hilary Landorf, and Suzanne Gallagher
Chapter 9– GLBT, Teacher Identity and the Pre-service Teacher
Stephanie Lynn Daza
Chapter 10– Epilogue: Sexual Orientation, Identity Politics, and
Teaching: LGBTQ Teacher Identities (Re) considered
Patrick M. Jenlink
Editor and Authors
Patrick M. Jenlink is Regents Professor, E.J. Campbell Endowed Chair in Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.
A powerful and timely collection that uses a LGBTQ perspective to
interrogate the normative ideological effects of heteronormativity
on teacher educators and preservice and practicing teachers,
especially when transgressing the inherent reproductive
conservatism of public schools. This books calls for a deep equity
by advancing research and scholarship as to how a critical pedagogy
of identity can improve teaching and teacher education. Viewed
through an intersectional lens of LGBTQ and teacher identities
along with pedagogy, each chapter offers educators at all levels a
transformative standpoint on teaching and learning.
*Michael Vavrus, Professor Emeritus, The Evergreen State College;
Past-president of the Association of Liberal Arts Colleges for
Teacher Education*
In this edited volume, Patrick Jenlink introduces authors who
critically engage issues of identity for LGBTQ teachers, student
teachers, and students in k-12 and teacher education spaces.
Utilizing the voices of LGBTQ teachers and student teachers,
authors trouble the reader’s conception of teacher identity and
provide nuanced snapshots of the impacts of heteronormativity,
coming out stories, and straight privilege that will certainly
influence teacher education/teaching practices in various classroom
spaces. Throughout the book, authors take up queer and other
critical theories to nuance teacher identity models and offer
students an opportunity to affirm their multiple identities,
whether or not those identities include queer. As Jenlink asserts,
“there is a need for a pedagogy of identity that understands the
necessity of providing a space within which one can become the
author of one’s own interpretation of one’s identity as teacher.”
This combination of theory, practice, and student/teacher voices –
that also highlights the importance of identity as performance –
makes this book a must read for those across the teacher
preparation landscape.
*J.B. Mayo, Associate Professor, Social Studies Education;
Associate Chair, Department of Curriculum & Instruction, University
of Minnesota*
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