Perceptions of Queer Teacher Candidates in Ontario Initial Teacher Education Programs

• In Event: Disrupting “Safe Spaces” With Queer Bodies: Exploring Perceptions of Safety and Vulnerability as Teachers and Researchers

Abstract

Since Didi Khayatt’s (1990) work in the 1980s, there have been several political and social advancements, yet for many queer teachers their reality remains unchanged. Many queer teachers and teacher candidates continue to live in fear of coming out (Grace & Benson, 2000; Nixon & Givens, 2004). Consequently, a pattern of having to divide their personal and professional lives has continued to be common among queer teachers (Hill, 2006; Nixon & Givens, 2004; Graydon, 2011). Despite the recent political and social advancements, there has been little change in teacher education programs. Teacher candidates are encountering programs, which give little or no instruction on how to create inclusive classroom environments for queer students (Kitchen & Bellini, 2012). In failing to provide teacher candidates with the tools to create safe environments for their future students, teacher education programs are subsequently, failing to create safe environments for the queer teacher candidates in their programs.

Objectives
The objectives of this presentation are:
- To share the narrative experiences of queer teacher candidates during their time in Initial Teacher Education Programs.
- To explore the notion of “safe” spaces in Initial Teacher Education Programs, by examining how participants perceive attitudes towards sexual minorities from colleagues, instructors, and the professional institution they attend.
- To provoke questions and conversations regarding what this may mean for future queer teacher candidates and possible considerations and adjustments for Initial Teacher Education Programs

Theoretical Frameworks
This study draws from Critical Theory and Narrative Inquiry. Referring to the work of Connelly and Clandinin (2006) and their three dimensional commonplaces, I explore the effects of temporality, sociality, and place on the development and formation of queer teacher identities and their experiences during their Initial Teacher Education Programs.

Methods and/or Modes of Inquiry
I use narrative inquiry (Clandinin & Connelly, 2000) to examine the conceptions and experiences of queer teacher candidates throughout Ontario. As both a participant and researcher, I investigate, the challenges of becoming a queer teacher in a teaching community where heteronormativity is pervasive.

Data Sources
Data sources consist of three components; conversations as field text, writing as field text, and field notes as field text. The study uses conversations as field text, in which participants are asked to take part in a one to two hour semi-structured interview. Following the interview, the participants and researcher engage in writing as field text over a three-week period. Using email the researcher and participants share narratives of being queer and becoming a teacher using letter writing. Throughout the study, I use field notes as field text, journaling about my interactions and experiences with the participants and reflecting on my own experiences as a queer teacher candidate.

Conclusions and Significance
By providing a comprehensive analysis of the attitudes, feelings, and storied experiences of former queer teacher candidates in Ontario, this presentation intends to provoke conversations of change within the teaching community and Initial Teacher Education Programs.

Author

• Courtenay Fleet, Brock University