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Disrupting Heteronormativity through...

LaBounty-McNair, Steven A.

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Disrupting Heteronormativity through LGBTQ-Inclusive Themes: A Narrative Study of Three Teachers' Experiences with Integrating Identity in the HSS Curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Disrupting Heteronormativity through LGBTQ-Inclusive Themes: A Narrative Study of Three Teachers' Experiences with Integrating Identity in the HSS Curriculum./
Author:	LaBounty-McNair, Steven A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	230 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Multicultural Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13808502
ISBN:	9781392052716

Disrupting Heteronormativity through LGBTQ-Inclusive Themes: A Narrative Study of Three Teachers' Experiences with Integrating Identity in the HSS Curriculum.
LaBounty-McNair, Steven A.

Disrupting Heteronormativity through LGBTQ-Inclusive Themes: A Narrative Study of Three Teachers' Experiences with Integrating Identity in the HSS Curriculum. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 230 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Northeastern University, 2019.

This item must not be sold to any third party vendors.

This qualitative study sought to understand how three teachers' stories reflected the degree to which they gave voice or contributed to the silence around LGBTQ-inclusive themes in history and social science (HSS) curricula, and how their professional preparedness undergirded these decisions. Three cisgender female participants were interviewed three times over the course of eight weeks. The study employed Queer Theory to understand how queering teachers' narratives revealed the ways in which participants disrupted heteronormative discourse through the curriculum. Bowen and Blackmon's (2003) Vertical Spiral of Silence Theory was applied to participants' deconstructed narratives to determine the degree to which their gender and sexual identities in relation to public opinion in their respective school contexts repressed each participants' contributions to organizational voice. Field texts were transcribed using Rev.com and analyzed using MAXQDA 8.0 software. An inductive, cross-case analysis of the data revealed four major themes from 483 coded segments. This study concludes with a discussion of four key findings: disruption of heteronormativity begins with awareness of self-identities; recognizing students' identities gives rise to ethical dilemmas in practice; disrupting heteronormativity starts with the informal curriculum; teachers need explicit support from policy and administrators. Future implications for practice and research involve longer-term studies of educators of varying intersecting identities engaging in the study and implementation of LGBTQ-inclusive pedagogies in HSS classroom settings.

ISBN: 9781392052716Subjects--Topical Terms:

2122919
Multicultural Education.

Disrupting Heteronormativity through LGBTQ-Inclusive Themes: A Narrative Study of Three Teachers' Experiences with Integrating Identity in the HSS Curriculum.
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245 1 0 $a Disrupting Heteronormativity through LGBTQ-Inclusive Themes: A Narrative Study of Three Teachers' Experiences with Integrating Identity in the HSS Curriculum.
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500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Childers-McKee, Cherese.
502 $a Thesis (Ed.D.)--Northeastern University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This qualitative study sought to understand how three teachers' stories reflected the degree to which they gave voice or contributed to the silence around LGBTQ-inclusive themes in history and social science (HSS) curricula, and how their professional preparedness undergirded these decisions. Three cisgender female participants were interviewed three times over the course of eight weeks. The study employed Queer Theory to understand how queering teachers' narratives revealed the ways in which participants disrupted heteronormative discourse through the curriculum. Bowen and Blackmon's (2003) Vertical Spiral of Silence Theory was applied to participants' deconstructed narratives to determine the degree to which their gender and sexual identities in relation to public opinion in their respective school contexts repressed each participants' contributions to organizational voice. Field texts were transcribed using Rev.com and analyzed using MAXQDA 8.0 software. An inductive, cross-case analysis of the data revealed four major themes from 483 coded segments. This study concludes with a discussion of four key findings: disruption of heteronormativity begins with awareness of self-identities; recognizing students' identities gives rise to ethical dilemmas in practice; disrupting heteronormativity starts with the informal curriculum; teachers need explicit support from policy and administrators. Future implications for practice and research involve longer-term studies of educators of varying intersecting identities engaging in the study and implementation of LGBTQ-inclusive pedagogies in HSS classroom settings.
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