Document Type

Article

Publication Date

2020

Publication Title

Taboo: The Journal of Culture and Education

Volume

19

Issue

4

Pages

94-112

Abstract

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.

Comments

© 2020 by Caddo Gap Press. Content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission.

Included with the kind written permission of the editor.

ORCID

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.

Download

Share

COinS