Standing but not Delivering: Preparing Pre-service Teachers to use LGBTQ Young Adult Literature in the Secondary English Classroom
DOI:
https://doi.org/10.15763/issn.2376-5275.2016.2.1.35-52Abstract
Despite calls from national organizations (CAEP, NCTE) to prepare teachers to include the study of LGTBQ culture into classrooms, little progress has been made incorporating LGTBQ themed literature and dialogue surrounding LGBTQ issues in secondary classrooms (Clark, 2010; Sieben & Wallowitz, 2009; Haertling-Thein, 2013). To examine why, this qualitative case study explored the transition of two educators who participated in LGBTQ teacher training as teacher candidates from pre-service to practicing teachers. Consistent with current research, the researchers discovered that teacher training in LGBTQ literature and issues promoted an ally-stance. Participants came to recognize the need to include this genre within their curriculum as practicing teachers and made a commitment to do so. However, this stance was not enough to influence the actual use of LGBTQ literature and dialogue surrounding LGBTQ issues in the classroom. We discuss the factors that shape this resistance despite participants maintaining an ally-stance. We recommend a more widened scope of study of LGBTQ issues and literature within our English teacher education programs and added professional development of current practicing teachers and administrators in an effort to make explicit the literary value of LGBTQ themed texts and the responsibility for dialogue on LGBTQ issues to occur.
References
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Reese, J. (2000). Creating a Place for Lesbian and Gay Readings in Secondary English Classrooms. Lesbian and Gay Studies and the Teaching of English: Positions, Pedagogies and Cultural Politics. Ed. Spurlin, W. National Council of Teachers of English: Urbana, Il.
Ryan Hyde, C. (2008). Becoming Chloe. New York, NY: Knopf Books for Young Readers.
Sieben, N., & Wallowitz, L. (2009). "Watch what you teach": A first-year teacher refuses to play it safe. English Journal, 98(4),44-49.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: SAGE Publications.
Wilson, B., Ireton, E. &Wood, J. (1997). Beginning teacher fears. Education, 117(3), 395-396.
Winstead Fry, S. (2007). First-Year Teachers and Induction Support: Ups, Downs, and In-Betweens. The Qualitative Report 12(2), 216-237.
Wolk, S. (2009). Reading for a better world: Teaching for social responsibility with young adult literature. Journal of Adolescent and Adult Literacy, 52(8), 664-673. <a href='https://doi.org/10.1598/JAAL.52.8.2'>https://doi.org/10.1598/JAAL.52.8.2</a>
Blount, J. M., & Napolitano, R. (2014). Leading Classroom Discussion, Center for Excellence in Learning and Teaching, Iowa State University, retrieved from: <a href='http://goo.gl/cCCZaS'>http://goo.gl/cCCZaS</a>.
Clark, C. (2010). Preparing LGBTQ-allies and combating homophobia in a U.S. teacher education program. Teaching and Teacher Education, 26(3), 704–713. <a href='https://doi.org/10.1016/j.tate.2009.10.006'>https://doi.org/10.1016/j.tate.2009.10.006</a>
Coleman, J., Campbell, E., Hobson, C., McPartland, J., Mood, A., Weinfeld, F., & York, R. (1966). Equality of educational opportunity (OE-38001). Washington, D.C.: Government Printing Office. Retrieved from <a href='http://files.eric.ed.gov/fulltext/ED012275.pdf'>http://files.eric.ed.gov/fulltext/ED012275.pdf</a>.
Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
Council for the Accreditation of Educator Preparation (CAEP). (2013). The CAEP Standards. Retrieved on January 8, 2016 from <a href='http://caepnet.org/standards'>http://caepnet.org/standards</a>.
Council of Chief State School Officers. (2011). Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards. Retrived from <a href='http://www.ccsso.org/Resources.html'>http://www.ccsso.org/Resources.html</a> on January 8, 2016.
Garden, N. (2007). Annie on my mind. New York, NY: Square Fish Books.
Goodwin, B. (2012). Research Says New Teachers Face Three Common Challenges Educational Leadership, 69(8), 84-85.
Greene, B. (2012). The Drowning of Stephan Jones. Boston, MA: Greene and Sandell.
Glasgow,J. (2001). Teaching Social Justice through Young Adult Literature. The English Journal, 90(6), 54-61. <a href='https://doi.org/10.2307/822056'>https://doi.org/10.2307/822056</a>
Kidd, D. & Castano, E. (2013). Reading Literary Fiction Improves Theory of Mind. Science, 342(6156), 377-380. <a href='https://doi.org/10.1126/science.1239918'>https://doi.org/10.1126/science.1239918</a>
Kitchen, J. & Bellini, C. (2013). Gay-Straight Alliances: Making Ontario Schools Safe and Inclusive. Teaching and Learning, 7(3), 62-75. <a href='https://doi.org/10.26522/tl.v7i3.424'>https://doi.org/10.26522/tl.v7i3.424</a>
Fantilli, R. and McDougall, D. (2009). A study of novice teachers: challenges and supports in the first years. Teaching and Teacher Education 25(6), 814–825. <a href='https://doi.org/10.1016/j.tate.2009.02.021'>https://doi.org/10.1016/j.tate.2009.02.021</a>
Haertling Thein, A. (2013). Language Arts Teachers' Resistance to Teaching LGBT Literature and Issues. Language Arts, 90(3), 169 –180.
Hermann-Wilmarth, J. (2007). Full inclusion: Understanding the role of gay and lesbian texts and films in teacher education classrooms. Language Arts, 84(4), 347–356.
Hill, J. (2004). Five years later. Journal of Education, 185(1), 77-82. <a href='https://doi.org/10.1177/002205740518500107'>https://doi.org/10.1177/002205740518500107</a>
Lundeen, C. A. (2004). Teacher development: The struggle of beginning teachers in creating moral (caring) classroom environments. Early Child Development and Care, 174(6), 549-564. <a href='https://doi.org/10.1080/0300443042000187068'>https://doi.org/10.1080/0300443042000187068</a>
Malo-Juevera, V. (2015). A Mixed Methods Study of Pre-service Teachers' Attitudes toward LGBTQ Themed Literature. Study and Scrutiny: Research on Young Adult Literature, 1(1), 1-45. <a href='https://doi.org/10.15763/issn.2376-5275.2015.1.1.1-45'>https://doi.org/10.15763/issn.2376-5275.2015.1.1.1-45</a>
Myracle, L. (2011). Shine. New York, NY: Amulet Books.
NCTE. (2007). Resolution on strengthening teacher knowledge of lesbian, gay, bisexual, and transgender (LGBT) issues. Retrieved on August 10, 2015 from <a href='http://www.ncte.org/positions/statements/teacherknowledgelgbt'>http://www.ncte.org/positions/statements/teacherknowledgelgbt</a> .
Puchner, L., & Klein, N. (2011). The right time and place? Middle school language arts teachers talk about not talking about sexual orientation. Equity & Excellence in Education, 44(2), 233-248. <a href='https://doi.org/10.1080/10665684.2011.563182'>https://doi.org/10.1080/10665684.2011.563182</a>
Reese, J. (2000). Creating a Place for Lesbian and Gay Readings in Secondary English Classrooms. Lesbian and Gay Studies and the Teaching of English: Positions, Pedagogies and Cultural Politics. Ed. Spurlin, W. National Council of Teachers of English: Urbana, Il.
Ryan Hyde, C. (2008). Becoming Chloe. New York, NY: Knopf Books for Young Readers.
Sieben, N., & Wallowitz, L. (2009). "Watch what you teach": A first-year teacher refuses to play it safe. English Journal, 98(4),44-49.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: SAGE Publications.
Wilson, B., Ireton, E. &Wood, J. (1997). Beginning teacher fears. Education, 117(3), 395-396.
Winstead Fry, S. (2007). First-Year Teachers and Induction Support: Ups, Downs, and In-Betweens. The Qualitative Report 12(2), 216-237.
Wolk, S. (2009). Reading for a better world: Teaching for social responsibility with young adult literature. Journal of Adolescent and Adult Literacy, 52(8), 664-673. <a href='https://doi.org/10.1598/JAAL.52.8.2'>https://doi.org/10.1598/JAAL.52.8.2</a>
