Intersections of Race and Sexuality in a Teacher Education Course
Source: Teaching Education, Volume 21, Issue 4, 2010, Pages 385 - 401.
This article examines the ways that a group of US pre-service teachers expressed and challenged each other's contradictory discourses about teaching for social justice.
These students enrolled in an alternate route teacher education class.
Particularly significant are the many ways that this group of students enacted subject positions around race and sexuality as various combinations of African American, White, gay, straight, lesbian, Christian, and as members of this class.
Epiphanic moments about race and sexual orientation are examined to illuminate the ways that subject positions were contested, reified, or renegotiated in order to preserve a sense of community within the class.
This research demonstrates the ways that social justice teacher education differentially positions people who have been historically marginalized and how it can at times reify a hierarchy of marginality.