Preservice Teachers' Well-Remembered Events of Gender-Based Pedagogical and Policing Practices in Elementary School Settings

• In Event: Gender, Identity, and Teaching: Critical Consciousness and Resistance in Teacher Education

Abstract

In this paper, we report findings from a multi-year effort aimed at understanding the developing narrative knowledge of preservice teachers. We provide results from a tightly focused subset of a larger corpus of 1500 preservice teacher narratives. We focus on the analysis of novice teachers’ stories of concern regarding pedagogical and/or "policing" practicing toward gender "nonconforming" students, with a specialized focus on the manner and means by which mentor teachers (knowingly or unwittingly) police toward the gender binary. Findings from this work raise important questions about how we, as a teacher education community, might develop curriculum which allows novice teachers to develop habits of mind geared toward reflection but also which is directed toward confronting social injustice in school settings.

Authors

• Kathy Carter, The University of Arizona

• Griff Carter, Occidental College

• Amanda Sugimoto, The University of Arizona

• Kathleen Jablon Stoehr, Santa Clara University