Taboo: The Journal of Culture and Education
This yearlong qualitative descriptive case study conducted by an interdisciplinary team of education faculty with pre-service elementary teacher candidates sought to disrupt heteronormativity and to increase candidates’ awareness and preparedness for inclusivity with future LGBTQIA+ elementary students. Central to our findings was that in researching and authoring multimodal texts addressing topics and concerns faced by the LGBTQIA+ community for their future classrooms, there was a shift in the perceptions and preparedness of the candidates toward working with children identifying as LGBTQIA+. However, we also encountered resistance and/or apathy that led us to develop an analytical framework for disrupting teacher candidate cisgender heteronormativity and facilitating their progression toward allyship.
0000-0002-7603-6021 (Dunkerly-Bean), 0000-0002-2082-5080 (Taylor)
Original Publication Citation
Dunkerly-Bean, J., Morris, J., & Taylor, V. (2020). Writing the rainbow: Facilitating undergraduate teacher candidates’ LGBTQIA+ Allyship through multimodal writing. Taboo: The Journal of Culture & Education, 19(4), 94-112.
Dunkerly-Bean, Judith; Morris, Julia; and Taylor, Valerie, "Writing The Rainbow: Facilitating Undergraduate Teacher Candidates’ LGBTQIA+ Allyship Through Multimodal Writing" (2020). Teaching & Learning Faculty Publications. 145.
Disability and Equity in Education Commons, Elementary Education Commons, Higher Education Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons, Teacher Education and Professional Development Commons