LGBTQ Awareness and Allies: Building Capacity in a Bachelor of Education Program

Authors

  • Laura-Lee Kearns Saint Francis Xavier University
  • Jennifer Mitton-Kukner Saint Francis Xavier University
  • Joanne Tompkins Saint Francis Xavier University

Abstract

This research describes the impact of an integrated training program (Positive Space I and Positive Space II) on pre-service teachers’ understandings of and abilities to create safe spaces for lesbian, gay, bi-sexual, transgendered, two-spirited, queering and/or questioning (LGBTQ) youth and allies in schools. Our Bachelor of Education program incorporates
these workshops as part of sociology of education and inclusion classes that are mandatory courses for all pre-service teachers. Our findings suggest that for the pre-service teachers we teach, the Positive Space program is needed if they are to be allies and to interrupt heteronormativity.

Author Biographies

Laura-Lee Kearns, Saint Francis Xavier University

Dr. Laura-Lee Kearns is an Assistant Professor in Education at Saint Francis Xavier University.

Her research focuses on social justice, Indigenous Education and critical literacy.

 

Jennifer Mitton-Kukner, Saint Francis Xavier University

Dr. Jennifer Mitton Kukner is an Assistant Professor in Education

at Saint Francis Xavier University.  Her research focuses on social justice, literacy, assessment, and teachers as researchers.

Joanne Tompkins, Saint Francis Xavier University

Dr. Joanne Tompkins is an Associate Professor in Education at Saint Francis Xavier University.

Her research focuses on social justice, decolonizing pedagogies, critical leadership and Inuit/Indigenous education, as well as Indigenous Immersion.

Downloads

Additional Files

Published

2014-12-08

How to Cite

Kearns, L.-L., Mitton-Kukner, J., & Tompkins, J. (2014). LGBTQ Awareness and Allies: Building Capacity in a Bachelor of Education Program. Canadian Journal of Education/Revue Canadienne De l’éducation, 37(4), 1–26. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/1628

Issue

Vol. 37 No. 4 (2014)

Section

Articles

License

The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND.