Literaturnachweis - Detailanzeige
| Autor/inn/en | Schmidt, Sandra J.; Chang, Shih-pei; Carolan-Silva, Aliah; Lockhart, John; Anagnostopoulos, Dorothea |
|---|---|
| Titel | Recognition, Responsibility, and Risk: Pre-Service Teachers' Framing and Reframing of Lesbian, Gay, and Bisexual Social Justice Issues |
| Quelle | In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 8, S.1175-1184 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0742-051X |
| DOI | 10.1016/j.tate.2012.07.002 |
| Schlagwörter | Social Justice; Homosexuality; Sexual Orientation; Curriculum Development; Preservice Teacher Education; Teacher Education Curriculum; Classroom Research; Preservice Teachers; Discourse Analysis |
| Abstract | This paper presumes teachers play crucial roles in making more just societies and teacher educators must decide how they will participate in and/or shape a global dialog about LGB rights with pre-service teachers. This paper utilizes Fraser's theory of justice to consider curricular change. It examines the values and experiences pre-service teachers bring to their university education that shape their interaction with curricula. Analysis of classroom dialog suggests that pre-service teachers have a more complex understanding of structure and transformation than their nascent language around sexuality allows them to articulate. These optimistic findings lead to proposals for transforming how we teach about sexuality. (Contains 4 tables.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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