On becoming a queer educator: reflections on queer perspectives and approaches in initial teacher education

Abstract

This paper will explores the experiences of embedding queer perspectives and approaches into Initial Teacher Education (ITE). Initial teacher education is a topic of great interest; however, little is known about how teacher educators and teacher training institutions can support queer preservice and graduate teachers’ transition into their chosen profession. Queer educators face unique challenges, including homophobia and transphobia, covert and complex norms that regulate and silence queer identities, and systemic, macro forces that play out in everyday work. This article explores the literature on this topic. A brief review of the literature contextualizes issues relevant to this article to frame an account of four reflective vignettes that illustrate key concepts. Concepts including queerness and queer identities, heterocentricity, heteroprofessionalism, the nature and impact of homophobia and transphobia in educational contexts, neoliberalism, critical theory and critical literacies are used to connect the reflective vignettes to these ideas. It concludes with recommendations for teacher educators and training institutions and future research. Recommendations for teachers and teacher educators are relayed including the facilitation of spaces for queer and allied educators as well as strategies for queering curriculum.

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