Queering Pedagogy, Professionalism, and Care: Learning From Queer and Trans Educators Across Contexts

Session Type: Symposium

Abstract

Research with underrepresented teachers and candidates has shown that commonplace discourses and practices that appear on the surface to be neutral on gender, sexuality, race, and class can function to disadvantage these educators (Marom, 2019; Souto-Manning, 2019; Airton & Martin, forthcoming). In line with the 2023 AERA theme of interrogating how ideas in education come to be constructed as “truths,” this symposium draws our attention to dominant ideas about pedagogy, professionalism, and care as they shape the experiences of, and are reimagined by, queer and trans educators. How do whiteness and cisheteronormativity intertwine to impact ideas about who teachers are and can be? What can we learn from queer and trans educators about how we might do things differently?

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 08: Intersectional Approaches to Teaching and Teacher Education

Chair

• J.B. Mayo, University of Minnesota

Papers

• Performing Professionalism in Teacher Education: A Theoretical Essay  - Laura Shelton

• Queer in the Classroom: Countering Teacher Heteroprofessionalism - Jamie Anderson, University of Calgary

• Pedagogies That Trans-gress: A Queer and Trans Ethic of Care in Action - Bishop Owis, University of British Columbia

• Trans Pedagogies in Practice: Learning From Trans Community Educators - Harper B. Keenan, University of British Columbia; Lee Iskander, University of British Columbia

Discussant

• Karleen Pendleton Jiménez, Trent University