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Provides specific research-based considerations for LGBTQ teacher preparation and practice that is concerned with teacher identity in an otherwise heteronormative society.
Patrick M. Jenlink is Regents Professor, E.J. Campbell Endowed Chair in Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.
Preface Acknowledgements Chapter 1- Negotiating Identity as Teacher-A Critical Pedagogy of Learning to Teach Patrick M. Jenlink Chapter 2- Performativity and Disidentification: Subverting Identity Politics Through Stereotypical Embrace or Rejection Adam j. Greteman & Ira David Socol Chapter 3- LGBT Teacher Identity: Transgressing the Linear and Into the Spherical Identity Model Megan S. Kennedy Chapter 4- Understanding and Undermining Heteronormativity Heather Hickman Chapter 5- Shh . . . Out: From Silence to Self-How Experiences as Gay and Lesbian Teachers Inform Teaching Jana Jackson Chapter 6- Teachers as Sexual Strangers Steve Fifield Chapter 7- The Personal is Professional: Understanding Schools as Cultural Institutions through the Identities of Mother/Educator/Lesbian Laura A. Bower Chapter 8- Dismantling Straight Privilege: Alternate Conceptions of Identity and Education Tonette S. Rocco, Hilary Landorf, and Suzanne Gallagher Chapter 9- GLBT, Teacher Identity and the Pre-service Teacher Stephanie Lynn Daza Chapter 10- Epilogue: Sexual Orientation, Identity Politics, and Teaching: LGBTQ Teacher Identities (Re) considered Patrick M. Jenlink Editor and Authors
