“How could we have been brave(r)?”: Duo-ethnographic reflections of two queer teacher educators

• In Event: Claiming Space: Neurodiversity, Queer Pedagogy, and Intersectional Justice

Abstract

In the current political context, teacher educators in many colleges of education across the United States are hesitant to teach LGBTQ+ materials in their learning spaces. Many who hesitate in these efforts identify as LGBTQ, pointing directly to the purpose of our paper. In an effort to repair historical trauma imposed upon queer teachers and teacher educators, two queer-identified teacher educators employ duoethnography to unpack missed opportunities centered on the inclusion of queer-focused materials in our methods classes. Reflecting back on our practices, we ask: How could we have been brave(r)? What did we do – or not do – to support and/or include LGBTQ+ curriculum in our courses and why? We hope to uncover the root causes of our hesitancy, which will empower us to better support our preservice teachers who come with varying degrees of efficacy toward supporting LGBTQ+ people, curriculum, and themes.

Authors

• J.B. Mayo, Jr., University of Minnesota

• AJ Schiera, University of Colorado-Boulder