Gay and lesbian issues are often silenced in teacher education programs. Such
silencing has serious consequences for teachers who feel unprepared to discuss such
issues in their classrooms. Challenging the silence regarding gay and lesbian issues
that often permeates early childhood classrooms, we share a teacher's critical
inquiry into teaching gay and lesbian issues through teacher action research. We
posit that while gay and lesbian issues need to be an intrinsic part of teacher
education classes, practising teachers may create the opportunity to take steps
toward addressing diversity, fully including gay and lesbian issues in their
classrooms. We propose that the case presented may provide a practical possibility
for teachers to find ways to fully include all students in their literacy
practices.
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and
J.T. Sears
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Lanham, MD: Rowman &
Littlefield.
2.
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3.
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and
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Issues in the Early Childhood Classroom', in
W.J. Letts
and
J.T. Sears
(eds) Queering Elementary Education: Advancing the Dialogue about
Sexualities and Schooling, pp. 39-48.
Lanham, MD: Rowman &
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6.
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7.
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8.
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and
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in Teacher Education Classrooms'
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14.
Hermann-Wilmarth, J.
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Schneider, J.J.
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