Jill M Hermann-Wilmarth
Biographic Data
| ID | 766362 |
|---|---|
| NAME | Jill M Hermann-Wilmarth |
| GIVEN NAMES | Jill M |
| FAMILY NAME | Hermann-Wilmarth |
| SIGNATURE | HERMANN-WILMARTH J M |
| AFFILIATIONS | Western Michigan University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 3 |
Borderlanding academic researchers
In this issue of the Journal of Lesbian Studies we consider the ways trans- and homophobia in academia impact queer-identified women's scholarship and personhood. By providing a wide view of these experiences in the field of education research - from field experience, to testomonio - this issue gives voice to the experiences of queer women in a field that has traditionally and continues to recognize, support and reify a straight, male, able, hete…
Heteronormative gatekeeping when enacting queer research in elementary schools
Using authoethnography, the authors analyze how queerphobia and cis/heterosexism shape their research process regarding (LGBTQ)-inclusive empirical work in elementary school spaces. With examples from their own experiences, they show how queerphobic gatekeeping affects site access, negotiations required during data collection, and dissemination of the results to others. The authors argue that, taken together, these forces complicate - if not outr…
This Issue
Navigating Parental Resistance
One of the most common responses from pre- and in-service teachers related to addressing lesbian, gay, bisexual, transgender, and queer (LGBTQ) topics in elementary school is a concern about parents' responses. This article explores these concerns by examining two elementary school teachers' interactions with parents in relation to their LGBTQ-inclusive teaching. This article provides a possible road map for other teachers who are nervous about p…
Queering chapter books with LGBT characters for young readers
In this paper, we consider the limited chapter book options with lesbian, gay, bisexual, and transgender (LGBT) characters available for upper elementary readers. While these texts all include one or more LGBT character(s), the overall representations of LGBT people and issues highlight particular normative identities and silence others. We are concerned that these representations reify neoliberal ideas about sexuality's relationship to race and …
Listening to Anthony
In this article, the author describes the liberatory and critical classroom she tried to create with preservice teachers. She reflects on how the perceptions of her teaching and of her class by one student led him to feel silenced inside the classroom but liberated to express his views of the community in e-mail dialogues. Anthony's actions in class-failing to come prepared to class, coming late to class, making derogatory statements toward other…
Navigating Parental Resistance
One of the most common responses from pre- and in-service teachers related to addressing lesbian, gay, bisexual, transgender, and queer (LGBTQ) topics in elementary school is a concern about parents' responses. This article explores these concerns by examining two elementary school teachers' interactions with parents in relation to their LGBTQ-inclusive teaching. This article provides a possible road map for other teachers who are nervous about p…
Queering chapter books with LGBT characters for young readers
In this paper, we consider the limited chapter book options with lesbian, gay, bisexual, and transgender (LGBT) characters available for upper elementary readers. While these texts all include one or more LGBT character(s), the overall representations of LGBT people and issues highlight particular normative identities and silence others. We are concerned that these representations reify neoliberal ideas about sexuality's relationship to race and …
Borderlanding academic researchers
In this issue of the Journal of Lesbian Studies we consider the ways trans- and homophobia in academia impact queer-identified women's scholarship and personhood. By providing a wide view of these experiences in the field of education research - from field experience, to testomonio - this issue gives voice to the experiences of queer women in a field that has traditionally and continues to recognize, support and reify a straight, male, able, hete…
Heteronormative gatekeeping when enacting queer research in elementary schools
Using authoethnography, the authors analyze how queerphobia and cis/heterosexism shape their research process regarding (LGBTQ)-inclusive empirical work in elementary school spaces. With examples from their own experiences, they show how queerphobic gatekeeping affects site access, negotiations required during data collection, and dissemination of the results to others. The authors argue that, taken together, these forces complicate - if not outr…
Listening to Anthony
In this article, the author describes the liberatory and critical classroom she tried to create with preservice teachers. She reflects on how the perceptions of her teaching and of her class by one student led him to feel silenced inside the classroom but liberated to express his views of the community in e-mail dialogues. Anthony's actions in class-failing to come prepared to class, coming late to class, making derogatory statements toward other…
Queering chapter books with LGBT characters for young readers
In this paper, we consider the limited chapter book options with lesbian, gay, bisexual, and transgender (LGBT) characters available for upper elementary readers. While these texts all include one or more LGBT character(s), the overall representations of LGBT people and issues highlight particular normative identities and silence others. We are concerned that these representations reify neoliberal ideas about sexuality's relationship to race and …
Navigating Parental Resistance
One of the most common responses from pre- and in-service teachers related to addressing lesbian, gay, bisexual, transgender, and queer (LGBTQ) topics in elementary school is a concern about parents' responses. This article explores these concerns by examining two elementary school teachers' interactions with parents in relation to their LGBTQ-inclusive teaching. This article provides a possible road map for other teachers who are nervous about p…
Borderlanding academic researchers
In this issue of the Journal of Lesbian Studies we consider the ways trans- and homophobia in academia impact queer-identified women's scholarship and personhood. By providing a wide view of these experiences in the field of education research - from field experience, to testomonio - this issue gives voice to the experiences of queer women in a field that has traditionally and continues to recognize, support and reify a straight, male, able, hete…
Heteronormative gatekeeping when enacting queer research in elementary schools
Using authoethnography, the authors analyze how queerphobia and cis/heterosexism shape their research process regarding (LGBTQ)-inclusive empirical work in elementary school spaces. With examples from their own experiences, they show how queerphobic gatekeeping affects site access, negotiations required during data collection, and dissemination of the results to others. The authors argue that, taken together, these forces complicate - if not outr…
This Issue
Sociology (6 works) · LGBTQ Health, Identity, and Policy (5 works) · Gender Studies (4 works) · Lesbian (4 works) · Pedagogy (4 works) · Political science (4 works) · Psychology (4 works) · Queer (4 works) · Epistemology (3 works) · Gender Studies (3 works)