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Nuancing Discourses on Gender and Sexuality in Social Studies Education

Thu Nov 29 10:30 am to 11:45 am
Columbus IJ, Ballroom Level, East Tower

Bretton A. Varga, University of South Florida

Analyzing a District's Gender and Sexuality Professional Development

Discussant:Ginney Norton, University of Arkansas

Exploring one school district's professional development (PD) on LGBTQ issues, this study finds the PD led to no change in opinions or actions. Tenets from Critical Race Theory (Ladson-Billings, 1998) may be one avenue for social studies teacher leaders to bring a critical approach to make PD more effective.
Daniel Bordwell, University of Minnesota


Engaging Two Spirit knowledge while deconstructing the gender binary in one social studies classroom


An exploration of Two Spirit people (their beliefs and lived experiences) offers social studies teachers and students a window through which to view and better understand non-binary genders. This paper investigates how one white, cis-male teacher engaged his white, working class students, helping them to think beyond the gender binary.
J.B. Mayo, University of Minnesota


Disrupting Social Studies Teaching through LGBTQ identity: A case study of social studies teachers and the enactment of counter stories/narratives.


This qualitative study explores how social studies teacher's disrupt and rethink LGBTQ history in the classroom and how they use their pedagogical practices and ideological framing to teach LGBTQ history.
Steven Montemayor, The University of Texas at Austin


Navigating Controversial Identity Issues for Students and Teachers: One Gay Teacher's Disclosure and Participation during the National Day of Silence


This study explores teacher disclosure and controversial identity issues (Journell, 2017) relevant to student and teacher identities through one gay teacher's implicit stance and silent instructional moves supporting student discussion during the national Day of Silence, an event marking the silencing and erasure of LGBTQ people in schools.
Jenni Conrad, University of Washington