Addressing Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Issues in Teacher Education: Teacher Candidates’ Perceptions
AbstractHomophobic harassment and bullying are persistent issues in Canadian schools despite recent initiatives to improve school climate. Among the reasons is that educators feel reluctant or ill-prepared to address these issues. The purpose of this paper is to examine how teacher education can help make schools safer by addressing LGBTQ issues and homophobic bullying. After examining the issues, with a particular focus on the Ontario context, the authors report on a workshop titled “Sexual Diversity in Secondary Schools” that they conducted with teacher candidates. The findings suggest a two-hour workshop can help teacher candidates develop better understandings of how to address LGBTQ issues in schools. Recommendations are offered for creating safe spaces in schools by developing ethical knowledge among beginning teachers.
Le harcèlement et l’intimidation homophobes constituent des préoccupations persistantes dans les écoles au Canada et ce, malgré des initiatives récentes visant à améliorer le climat à l’école. Une des raisons qui expliquent cette situation est le fait que les enseignants hésitent ou se sentent mal préparés pour s’attaquer à ces problèmes. L’objectif de cet article est d’étudier dans quelle mesure la formation des enseignants peut aider à rendre les écoles plus sures en abordant les thèmes d’orientation sexuelle, d’identité sexuelle et d’intimidation homophobe et transphobe. Après avoir examiné les questions (et en mettant l’accent sur l’Ontario), les auteurs décrivent un atelier intitulé « La diversité sexuelle dans les écoles secondaires » qu’ils ont présenté à des étudiants au programme de formation à l’enseignement. Les résultats portent à croire qu’un atelier de deux heures peut aider les étudiants au programme de formation à l’enseignement mieux comprendre comment aborder les questions relatives à la diversité sexuelle dans les écoles. On propose des recommandations qui visent la création de lieux surs dans les écoles en développant des connaissances éthiques chez les nouveaux enseignants.
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