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

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 al...

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Bibliographic Details
Published in:Canadian journal of education 2014-12, Vol.37 (4), p.1-26
Main Authors: Kearns, Laura-Lee, Mitton-Kukner, Jennifer, Tompkins, Joanne
Format: Article
Language:English
Subjects:
Analysis
Bullying
Canada
Community
Consciousness Raising
Core curriculum
Curricula
Education
Educational Environment
Educational programs
Educational research
Educational Sociology
Focus Groups
Foreign Countries
Gay rights
Gender Issues
Homophobia
Homosexuality
Language Usage
LGBT
LGBTQ People
Longitudinal Studies
Online Surveys
Partnerships in Education
Preservice Teacher Education
Preservice Teachers
Pretests Posttests
Program Effectiveness
Queer culture
Queer studies
School Community Programs
School Culture
School Safety
Schools
Sexual Identity
Sexual minorities
Sexual Orientation
Social Bias
Social exclusion
Social Justice
Student Teacher Attitudes
Student teachers
Studies
Teacher centers
Teacher education
Teacher Education Programs
Teacher Educators
Teachers
Teaching
Training
Transphobia
Undergraduate Study
Workshops
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Summary: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.
ISSN:0380-2361
1918-5979
1918-5979