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Critical challenges facing teacher educators at faculties of education is how to prepare teacher candidates to see schools situated in larger social contexts and support their ongoing learning as social justice advocates. Anti-oppressive work that challenges the marginalization of Lesbian, Gay, Bi-sexual, Transgender, Two-Spirited, Queering and/or Questioning (LGBTQ) youth is critical to this work. The purpose of this paper is twofold, first to understand the impact of the Positive Space program on teacher candidates’ reasons and abilities to act as allies and social justice advocates. Second, we explore the process of teacher candidates becoming knowledgeable, empowered, and action-oriented for, with, and as LGBTQ community members and the ways they challenge heteronormativity and the gender binary through the formal and informal curriculum.  DE FUTURS ENSEIGNANTS DEFENSEURS DES DROITS DE LA COMMUNAUTE LGBTQ ET DE LA JUSTICE SOCIALE GRÂCE A L’ACTION PEDAGOGIQUE  Les enseignants des facultes en education font face a des defis fondamentaux en ce qui a trait a la preparation des futurs enseignants. Comment les amener a voir l’ecole comme une partie integrante de contextes sociaux plus vastes ? Comment favoriser leur apprentissage constant comme defenseurs des droits sociaux ? Les approches anti-oppressives qui remettent en question la marginalisation des jeunes lesbiennes, gais, bisexuels, transgenres et queer ou en questionnement (LGBTQ) sont au centre de cette recherche. Cet article a deux visees. Tout d’abord, celui-ci clarifie l’impact du programme Positive Space sur les motivations et habiletes des futurs enseignants a agir comme allies et defenseurs de la justice sociale. Nous y explorons egalement le processus vecu par les futurs enseignants pour devenir plus comprehensifs, responsables et orientes vers l’action pour, avec et en tant que membres de la communaute LGBTQ. Nous examinons aussi la maniere dont ils remettent en question l’heteronormativite et la conception binaire des genres via les programmes formels et informels.

Teacher Candidates as LGBTQ and Social Justice Advocates through Curricular Action