Preservice Teachers Respond to "And Tango Makes Three": Deconstructing Disciplinary Power and the Heteronormative in Teacher Education

Autor/inn/en	Phillips, Donna Kalmbach; Larson, Mindy Legard
Titel	Preservice Teachers Respond to "And Tango Makes Three": Deconstructing Disciplinary Power and the Heteronormative in Teacher Education
Quelle	In: Gender and Education, 24 (2012) 2, S.159-175 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2011.602333
Schlagwörter	Teacher Attitudes; Preservice Teacher Education; Preservice Teachers; Homosexuality; Teacher Educators; Social Attitudes; Social Bias; Student Teacher Attitudes; Theories; Power Structure; Newspapers; Public Schools; Public Opinion; Oregon + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lehramtsstudiengang; Lehrerausbildung; Homosexualität; Teacher education; Education; Lehrerbildung; Social attidude; Soziale Einstellung; Theory; Theorie; Newspaper; Zeitung; Public school; Öffentliche Schule; Öffentliche Meinung
Abstract	This study employs Foucualdian concepts to analyse macro and micro contexts of publicly spoken and silent discourses describing "homosexuality," "education" and "teacher" in order to identify teacher subject positions available to preservice teachers. The macro context is analysed by tracing heteronormative discourses found in newspaper stories involving teachers and public schools that address conflicting views of homosexuality. The macro context analysis indicates two binary teacher subject positions: martyred (unemployed) teacher/silent (employed) teacher and sophisticated teacher/unsophisticated teacher. The micro context analysis is of preservice teachers' responses to "And Tango Makes Three", a picture book by Richardson and Parnell. This analysis demonstrates how preservice teachers take up and negotiate teacher subject positions found in the macro analysis. Combined, the analyses allow the researchers to consider how preservice teachers' performances of teacher subjectivity open up possibilities for re-imagining new teacher subject positions and what this might mean for the practice of teacher educators. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10