Adrian D. Martin – författare

Past research on gender and LGBTQ issues in K-12 and teacher education has primarily focused on identifying ways of fostering inclusive and affirmative school communities for non-cis and/or queer students and enabling learning contexts to promote academic learning. Much of this work has attended to theorizing pedagogies and curricula conducive towards such an aim. Yet, despite legal advances for gender equity and LGBTQ rights in diverse global contexts and the increased visibility of LGBTQ issues in mainstream media, non-cis and queer individuals (especially those of color) continue to experience violence, face housing discrimination, employment discrimination, and the denial of service in public businesses.In light of the numerous growing conservative movements to not only roll back legal advances for LGBTQ individuals, but to also promote a culture of homophobia and transphobia, scholars must attend to the myriad ways in which members of the school community can counter such efforts, and how the multiple facets of the educative experience can be conceptualized beyond a paradigm that continues to marginalize gender diverse and LGBTQ individuals. This volume, Exploring Gender and LGBTQ Issues in K12 and Teacher Education: A Rainbow Assemblage, edited by Adrian D. Martin and Kathryn J. Strom, provides examples of empirical inquiries and theorizations that explore how schools can function as more than safe academic environments for gender diverse and LGBTQ students. The contributing authors attend to classrooms and educative contexts as spaces that promote the affirmative inclusion of not only LGBTQ students, but other education stakeholders as well with the aim to dismantle homophobia, transphobia, misogyny, and other hate-based ideologies. The volume serves as an insightful and useful resource for educators, teacher educators, and education researchers engaged in inquiry and pedagogy towards systems of schooling unencumbered by heteronormativity other hate-based ideologies with implications for future professional practice.

Past research on gender and LGBTQ issues in K-12 and teacher education has primarily focused on identifying ways of fostering inclusive and affirmative school communities for non-cis and/or queer students and enabling learning contexts to promote academic learning. Much of this work has attended to theorizing pedagogies and curricula conducive towards such an aim. Yet, despite legal advances for gender equity and LGBTQ rights in diverse global contexts and the increased visibility of LGBTQ issues in mainstream media, non-cis and queer individuals (especially those of color) continue to experience violence, face housing discrimination, employment discrimination, and the denial of service in public businesses.In light of the numerous growing conservative movements to not only roll back legal advances for LGBTQ individuals, but to also promote a culture of homophobia and transphobia, scholars must attend to the myriad ways in which members of the school community can counter such efforts, and how the multiple facets of the educative experience can be conceptualized beyond a paradigm that continues to marginalize gender diverse and LGBTQ individuals. This volume, Exploring Gender and LGBTQ Issues in K12 and Teacher Education: A Rainbow Assemblage, edited by Adrian D. Martin and Kathryn J. Strom, provides examples of empirical inquiries and theorizations that explore how schools can function as more than safe academic environments for gender diverse and LGBTQ students. The contributing authors attend to classrooms and educative contexts as spaces that promote the affirmative inclusion of not only LGBTQ students, but other education stakeholders as well with the aim to dismantle homophobia, transphobia, misogyny, and other hate-based ideologies. The volume serves as an insightful and useful resource for educators, teacher educators, and education researchers engaged in inquiry and pedagogy towards systems of schooling unencumbered by heteronormativity other hate-based ideologies with implications for future professional practice.

This book builds upon the self-study of teacher education practices (S-STEP) literature, research in teacher education, and perspectives on criticality and social justice. It explores critical self-study of teacher education practices as the systematic investigation of professional practice for self-improvement and the advancement of social justice by resisting inequitable systems, practices, and deficit-based ideologies. The volume provides readers with a conceptual and practical guide on the research of practice as connected with, and part of, social justice movements and equity efforts. Its major contribution is the articulation of 3 guiding commitments, or principles, that undergird critical self-study research: The first is engaging with critical consciousness; followed by enabling equity through methodology; and the final one is enacting advocacy. The text attends to ways researchers can employ critical self-study to conceptualize, investigate, and report their practices and situate issues of power, privilege, and oppression. A distinct feature of the book is the articulation of equity-based considerations for the development, deployment, and dissemination of a critical self-study. Guiding prompts, exercises, and suggested readings are provided to support readers of the volume in designing their own critical self-studies. Self-study researchers, critical pedagogues and researchers, and scholar-practitioners will benefit from the unification of critical inquiry and criticality with self-study research. This volume invites self-study researchers to engage in critical explorations, and critical researchers to engage with self-study methods.

This book critically explores pedagogical activities, policies, and coursework that teacher education programs can provide to more fully prepare teacher candidates and in-service educators for professional practice in urban schools.