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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.
List of contents
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
About the author
Kimberly J. Pfeifer is an independent scholar. She completed her PhD at the University of Massachusetts Amherst, USA.
Summary
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.
