LGBTQ Awareness and Allies: Building Capacity in a Bachelor of Education Program

Auteurs-es

  • Laura-Lee Kearns Saint Francis Xavier University
  • Jennifer Mitton-Kukner Saint Francis Xavier University
  • Joanne Tompkins Saint Francis Xavier University

Résumé

This research describes the impact of an integrated 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, two-spirited, queering and/or questioning (LGBTQ) youth and allies in schools. Our Bachelor of Education program incorporates
these workshops as part of sociology of education and inclusion classes that are mandatory courses for all pre-service teachers. Our findings suggest that for the pre-service teachers we teach, the Positive Space program is needed if they are to be allies and to interrupt heteronormativity.

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Bibliographies de l'auteur-e

Laura-Lee Kearns, Saint Francis Xavier University

Dr. Laura-Lee Kearns is an Assistant Professor in Education at Saint Francis Xavier University.

Her research focuses on social justice, Indigenous Education and critical literacy.

 

Jennifer Mitton-Kukner, Saint Francis Xavier University

Dr. Jennifer Mitton Kukner is an Assistant Professor in Education

at Saint Francis Xavier University.  Her research focuses on social justice, literacy, assessment, and teachers as researchers.

Joanne Tompkins, Saint Francis Xavier University

Dr. Joanne Tompkins is an Associate Professor in Education at Saint Francis Xavier University.

Her research focuses on social justice, decolonizing pedagogies, critical leadership and Inuit/Indigenous education, as well as Indigenous Immersion.

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Publié-e

08-12-2014

Comment citer

Kearns, L.-L., Mitton-Kukner, J., & Tompkins, J. (2014). LGBTQ Awareness and Allies: Building Capacity in a Bachelor of Education Program. Revue Canadienne De l’éducation, 37(4), 1–26. Consulté à l’adresse https://cje.journals.publicknowledgeproject.org/cje/index.php/cje-rce/article/view/1628

Numéro

Vol. 37 No. 4 (2014)

Rubrique

Articles

Licence

La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons. Pour la permission de reproduire la totalité ou une partie d’un  article, veuillez communiquer avec la directrice de la publication.