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Queer teacher to queer teacher: reflections, questions, and hopes from current and aspiring educators
Teaching Education Pub Date : 2020-01-02 , DOI: 10.1080/10476210.2019.1709813
J. B. Mayo Jr. 1
Affiliation  

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.

中文翻译:

酷儿老师到酷儿老师:当前和有抱负的教育工作者的反思、问题和希望

摘要 今天,各种女同性恋、男同性恋、双性恋、跨性别和酷儿 (LGBTQ) 社区的成员享有许多与顺性别、异性恋同龄人相同的权利和特权。然而,许多在学校被认定为酷儿的教师的生活经历仍然存在问题、不舒服和充满压力。鉴于六个州存在的“No Promo Homo”法律的兴起,以及目前最高法院的案件正在争论反歧视法是否应适用于工作场所的性取向和性别认同,许多酷儿教师有理由感到不安。在这个反思性的叙述中,我利用半结构化访谈来唤醒参与者对过去课堂经历的记忆。虽然没有进行面对面的互动,参与这个项目的六位酷儿让人想起远方交谈的人们的形象。在整个叙述中,我插入我的声音,希望从六位参与者的智慧、建议、问题、恐惧和希望中创造出更大的意义。
更新日期:2020-01-02
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