Applying Critical Methodologies to Curriculum by Male Educators in Predominantly Female Teacher Education Programs

Session Type: Symposium

Abstract

For male instructors, engaging feminist curriculum in teacher education is a way to eradicate patriarchal biases (hooks, 1994). This gendered approach engages conversations of racism and classism, by priming the predominantly white, middle-class female students for the critical dialogue that follows. Finding ways to engage feminist male ally perspectives inside predominantly female teacher education programs becomes an incessant endeavor to contest patriarchy. As each of us brings uniquely different positions (race/ethnicity, sexual orientation, etc.) and prior experience to the classroom, this panel is committed to systematically challenging sexism, racism, classism, and heteronormativity. Through the sharing of our practices, similar approaches and experiences emerged across gender lines. We will highlight these aspects, as well as our individual differences in this symposium.

Sub Unit

• Committee on Scholars and Advocates for Gender Equity in Education

Chair

• Cheryl E. Matias, University of Colorado - Denver

Papers

• The Macabre Maintenance of Misogyny: A Counternarrative of a Latino Educator in Teacher Education - Roberto Montoya, University of Colorado - Denver

• “Can I Be a Black Feminist Theorist?” A Case Study of Critical Teacher Education - Anthony Collatos, Pepperdine University

• Ew, Why Are You Wearing a Pink Shirt, Mister? An Autoethnographic Response to a Gendered Microaggression - Eduardo Lara, University of California - Los Angeles

• Got Privilege: Challenging Dominant Ideologies of Race, Class, and Gender From a Position of Male Privilege - Clifford H. Lee, Saint Mary's College of California

Discussant

• Kris D. Gutiérrez, University of California - Berkeley