"Just Jacob": The Queer Authorship of a Preservice Teaching Identity

• In Event: Fairmont Roundtable Session Three
  In Roundtable Session: Multiculturalism and Diversity Education (Table 14)

Abstract

This paper presents the preliminary findings of a longitudinal narrative inquiry study of men in an English teacher education program. Based on emergent themes related to complicated gender and sexual identity, analysis focuses on two of the eight men in the study whose experiences led them to adopt Abes & Kasch’s (1999) concept of “queer authorship” to resist traditional notions of masculinity and heteronormativity in their self-narratives and their approach to teaching secondary English and language arts students. Findings contribute to understanding some of the multiple ways one can be a man and an English teacher, while illuminating factors contributing to the gender imbalance among secondary English language arts teachers.

Author

• Scott V. Gealy, University of Nebraska - Lincoln
  Presenting Author