Stretching performances in education: the impact of gay parenting and activism on identity and school change

Abstract

This paper features one gay parent activist in the complex social milieu of his child's school and his community, his actions meeting both resistance and concurrence as a larger movement operated locally and nationally to make schooling more accepting of and acceptable to gays and lesbians. The paper traces this man's parenting processes and their effect on the schooling of many children, not only his own, and then contrasts his voice with the reluctant, often denying, and finally acquiescent voices of school people. The narrative captures the essence of cultural and identity change as well as individual and institutional processes. Turning to theory, I use postmodern dilemmas to define the episodic movements of the groups and the multipositionality of the individuals involved. Agency, social roles, and collaborative and individual activity illuminate the agenda of social groups effectively working with and through this parent to meet political goals for students.

The Right Kind of Queer: Fit and the Politics of School Leadership

“…In the last decade, research on power and politics has expanded to include inquiries that speak to the broad topic of gay and lesbian issues in education (Griffin, 1992;Krane & Barber, 2005;J. Kroeger, 2006;Kumashiro, 2001;Lugg, 2003Lugg, , 2006Pinar, 1998;Rottman, 2006;Sears, 1992Sears, , 1996Sears, , 2002Sears, , 2004Sears & Allen, 2000).…”

Seeking justice through social action projects: Preparing teachers to be social actors in local and global problems

“…Kroeger’s (2006a, 2006b) ongoing work with agency and activism suggests that turning to ideas about how social networks operate is helpful. For example, social theorists have argued that identity is embedded in the roles one holds as a member of groups, in affiliations, and in social aggregates; therefore, any attempt at action on the part of members of classrooms would hinge on individuals’ motivations because they are connected to the goals of others also within similar or different cultural understandings (Holland et al, 1998; Lash and McMullen, 2008).…”

To tell or not to tell: how children of same-gender parents negotiate their lives at school

“…Research studies that investigate school-related topics are sparse and limited (see e.g., Casper, Schulz & Wickens, 1992;Clarke, Kitzinger & Potter, 2004;Jeltova & Fish, 2005;Kroeger, 2006;Lamme & Lamme, 2002;Ryan & Martin, 2000;Victor & Fish, 1995). Even more limited are studies on school-related topics from the perspectives of the children growing up in same-genderedfamilies (see e.g., Ray & Gregory, 2001).…”

“…Homophobic prejudices or religious beliefs may not provide the atmosphere of acceptance that is needed and many people demonstrate discomfort talking about different sexual orientations due to a lack of information, experience and understanding (Collins, 2006;Ryan & Martin, 2000). With few exceptions, schools are not required to talk about same-gendered families or to display positive role models or images of these families (Casper, Schultz & Wickens, 1992;Kroeger, 2006;Victor & Fish, 1995). Some educators are concerned that the community might feel that they are promoting a gay/lesbian lifestyle, fear that the children will experience gender confusion and generally feel that same-gendered families are inferior (Ryan & Martin, 2000;Victor & Fish, 1995).…”