Description
Dismantling Educational Sexism through Teacher Education
Engaging Preservice Teachers in an Anti-Sexism Curriculum
Routledge Research in Teacher Education Series
Language: EnglishKeywords
Gender in education; Misrepresentation; Androcentric pedagogy; Gendered curriculum; Anti-sexist curriculum; Anti-sexist pedagogy; Intersectionality; Student-teacher interactions; Anti-sexist education; Anti-sexism; Sex(ual/ist) harassment; Praxis-based research; Phenomenological study; Teacher education; Engaging Preservice Teachers; Transcendental Phenomenological Approach; Women’s Educational Equity Act; Preservice Teachers; Professional Development; Teacher Education Programs; Educational Sexism; Gender Inequity; School Agents; Final Questionnaire; Practicum Context; Sarah’s Response; Anna’s Interview; Stem Class; Supervising Practitioners; Pirate Captains; Gender Schema Theory; Matching Student Teachers; IRB Protocol; Teacher Education Space; Practicum Placements; Land Grant University; Student Teacher Role; Graduate School Cohort
Publication date: 05-2023
· 15.2x22.9 cm · Paperback
Publication date: 10-2021
· 15.2x22.9 cm · Hardback
Description
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This book details the development and impacts of anti-sexism professional development (PD) workshops for preservice teachers.
Designed to help teacher candidates recognize gender inequity and think more deeply about their role as anti-sexist educators, Dismantling Educational Sexism through Teacher Education explores how workshops can respond directly to issues manifesting in US schooling such as misrepresentation, androcentric pedagogy, and sex(ual/ist) harassment using an intersectional approach. By documenting participants? learning, the text offers valuable insight into how teacher candidates view their role in combatting sexism and illustrates how an anti-sexism curriculum can positively impact on educators? beliefs, discourses, and teaching practices.
This volume will be a valuable resource for researchers and scholars involved in teacher education and issues of gender equity more broadly, as well as teacher educators seeking a theoretical framework for anti-sexism trainings.
Part 1: Conceptualizing the Study 1. Introduction to Educational Sexism 2. Researching with Preservice Teachers: Purpose, Significance, and Theoretical Underpinnings 3. Researching with Preservice Teachers: Methodology and Method Part 2: Making Sense of the Study: Findings, Experiences, and Learning 4. What Beliefs Do Preservice Teachers Have about Themselves as Anti-Sexist Educators? 5. The Effects of Participating in Anti-Sexism Workshops 6. Reflections and Openings Appendix: The Anti-Sexism Curriculum
Kimberly J. Pfeifer is an independent scholar. She completed her PhD at the University of Massachusetts Amherst, USA.