Open AccessBuilding LGBTQ awareness and allies in our teacher education community and beyond
Author(s) -
Laura-Lee Kearns,
Jennifer MittonKükner,
Joanne Tompkins
Publication year - 2014
Publication title -
collected essays on learning and teaching
Language(s) - English
Resource type - Journals
ISSN - 2368-4526
DOI - 10.22329/celt.v7i1.3980
Subject(s) - lesbian , space (punctuation) , context (archaeology) , queer , pedagogy , homosexuality , gender studies , sociology , work (physics) , psychology , engineering , mechanical engineering , paleontology , linguistics , philosophy , biology
In this article we share the impact of a training program (Positive Space I and Positive Space II) on pre-service teachers’ understandings of and abilities to create safe spaces for Lesbian, Gay, Bi-sexual, Transgendered and Queering/Questioning (LGBTQ) youth and allies in our teacher-education program and in schools. Research has demonstrated LGBTQ youth are more likely to feel unsafe, alienated and more vulnerable than their heterosexual counterparts in schools and society. Our discussion focuses upon the impact of this training program, and considers challenges and best practices to build awareness and allies in our own higher-education context, as well as to help create better learning communities for LGBTQ youth and allies in schools. We suggest this particular program is an example of how to work towards the development of a pedagogy that does not oppress; one that truly embraces, celebrates, and honours all learners.