How Teacher Education Mundanely Yet Profoundly Fails Transgender and/or Gender Nonconforming Candidates
Bibliographic Data
| ID | 21459957 |
|---|---|
| Authors | Lee Airton (0000-0002-3747-2859, Queen’s University, Kingston, ON, Canada, corresponding author), Kel Martin (Queen’s University, Kingston, ON, Canada) |
| Year | 2022 |
| Volume | 124 |
| Issue | 8 |
| Pages | 287-300 |
| Publication date | 2022-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teachers College Record The Voice of Scholarship in Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-4681 • E-ISSN: 1467-9620 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/01614681221124198 |
| OpenAlex | W4296109704 |
| Language | EN |
| Citations received | 3 |
| References cited | 11 |
In this commentary, the authors show that teacher education’s mundane—ordinary and unremarkable—demands of all teacher candidates may require transgender and/or gender nonconforming candidates to harm themselves through “non-decisions”: acts of harm to one’s self that would be unthinkable as explicit requests from program faculty or staff, but that these candidates nevertheless undertake, driven to believe they are necessary to become a teacher. The included non-decision examples all link in some way with invocations of “professionalism” in the daily life of teacher education programs
Harm · Pedagogy · Political science · Publication · Teacher education · Transgender · Critical Race Theory in Education · Gender Roles and Identity Studies · Law · LGBTQ Health, Identity, and Policy · Psychology · Social Psychology
| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |