Coming-Out Pedagogy: Risking Identity in Language and Literature Classrooms

Brueggemann, Brenda Jo; Moddelmog, Debra A.

doi:10.1215/15314200-2-3-311

Cited by 24 publications

(4 citation statements)

References 5 publications

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“…This research additionally provides data illuminating how important a safe and supportive school environment for all staff members is in providing a productive school atmosphere, as teachers who live in constant fear of being outed as a gay man or lesbian distracts from an educator’s responsibilities. Just as DeLeon and Brunner (2013) found that as a form of coping with the fears of being out or being outed, educators choose to assimilate and remain silent, because as Brueggemann and Moddelmog (2002) found the fear of being openly gay or lesbian educators produces fear of job loss and exclusion. The fear that these teachers spoke about when negotiating their identities is common among gay men and lesbians working in K-12 school systems.…”

Section: Resultsmentioning

confidence: 99%

Can gay and lesbian educators form authentic relationships in their school communities?

Hooker

2018

Education, Citizenship and Social

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The purpose of this study was to determine how gay and lesbian teachers who are out or closeted form and maintain relationships with members of their school community. A total of 11 gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. Each of these educators negotiated their sexual identities differently within their school communities, allowing them to form or not form relationships with colleagues, students, and parents. Descriptors such as age, experience level, and school setting, however, did not affect how open they were to establish authentic relationships with others in their schools. Most of these educators were unable to negotiate their sexual identity with their teacher identity due to fear of being authentic due to possible harassment and even being fired, keeping them from forming any meaningful relationships in their workplace settings. This study does, however, have strong implications toward developing policies that are inclusive for all lesbian and gay members of the school community.

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Section: Resultsmentioning

confidence: 99%

Can gay and lesbian educators form authentic relationships in their school communities?

Hooker

2018

Education, Citizenship and Social

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“…DeLeon and Brunner (2013) found that as a form of coping with fears of being out or being outed, educators choose to assimilate and remain silent. Brueggemann and Moddelmog (2002) also found that the fear of being openly a gay or lesbian educator produces feelings of exclusion and isolation. In presenting what it is to be a gay or bisexual teacher, Lundlin (2016) found that it is not enough to rely on laws and policies.…”

Section: Review Of Literaturementioning

confidence: 96%

Lesbian and Gay Educators Functioning in Heteronormative Schools

Hooker

2018

International Journal of Educational Reform

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This qualitative study explores the ways in which lesbian and gay educators negotiate their sexual identities in their school settings. Ten gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. Each of these educators negotiated their sexual identities differently within their school communities; however, descriptors such as age, experience level, and school setting did not affect their identity negotiation. Most of these educators were unable to integrate their sexual identity with their teacher identity due to various types of fear: fear of being fired, fear of entering the teaching profession, fear of being outed and facing harassment and isolation, and fear of undermining authenticity.

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“…Of course, instructors set the tone for the class community in a powerful way (e.g., Booker, 2008;Oro ´n Semper & Blasco, 2018;Weimer, 2013). By engaging in community-building activities with students, instructors can build trust and model relationship-building behaviors for students.…”

Section: Practical Examplesmentioning

confidence: 99%

Applying principles of respectful caregiving to teaching in higher education.

Thurman¹

2023

Scholarship of Teaching and Learning in Psychology

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Classifications of parenting styles used in developmental psychology have long been compared with teaching styles in various educational settings. But, few comparisons have been made between current parenting trends and teaching approaches centered on advancing diversity, equity, and inclusion in higher education settings. This article focuses on applying one modern parenting style called “respectful caregiving” to teaching in university contexts. Four principles from respectful caregiving are explored in relation to teaching college students: (1) showing respect for students, (2) embracing student’s uniqueness, (3) exhibiting empathy for student’s emotional experiences, and (4) emphasizing equality with students. Each principle is explained in the context of respectful caregiving, then applied to teaching in university contexts. Practical teaching examples of each principle are provided, elucidating connections with the existing literature on adult education, culturally responsive, and inclusive practices from the literature on teaching and learning. Importantly, adopting these principles both as a caregiver or a teacher involve necessary time, resources, and space for critical self-reflection. Taken together, “respectful teaching” principles offer promise in reconceptualizing environments in higher education that support and empower diverse learners in gaining confidence, knowledge, and practical skills to enact meaningful and relevant social change.

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Coming-Out Pedagogy: Risking Identity in Language and Literature Classrooms

Cited by 24 publications

References 5 publications

Can gay and lesbian educators form authentic relationships in their school communities?

Can gay and lesbian educators form authentic relationships in their school communities?

Lesbian and Gay Educators Functioning in Heteronormative Schools

Applying principles of respectful caregiving to teaching in higher education.

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