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dc.contributor.authorShelton, Stephanie Anne
dc.date.accessioned2017-03-28T04:30:24Z
dc.date.available2017-03-28T04:30:24Z
dc.date.issued2016-05
dc.identifier.othershelton_stephanie_a_201605_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/shelton_stephanie_a_201605_phd
dc.identifier.urihttp://hdl.handle.net/10724/36652
dc.description.abstractIn this manuscript style format study, the author examines secondary English Education teachers’ work as allies to lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. This longitudinal qualitative research examines participants’ understandings of ally identity. In the first year, participants maintained dichotomous understandings of ally identity; in the following years, participants’ understood ally identity as complex and contradictory as various sociocultural factors affected their activism. In the first manuscript, the author examines the ways that “Bailey” challenged prevalent understandings of teacher allies’ LGBTQ activism. Substantial literature positions successful ally identity as being visible and politically active. Drawing on queer and feminist theories, the author argues that Bailey’s narrative interviews added layers of complexity to ally identity; Bailey came to define her ally efforts as necessitating both active and passive engagement. Bailey described presumably “anti-ally” actions as important ways that she supported her LGBTQ students within her specific school contexts. In the second manuscript, the author uses Judith Butler’s (2009) theoretical concept of “contextual frames” to examine participant Lillian’s narrative responses discussing the influences that various school stakeholders, including administrators, colleagues, students, and community members, had on her teacher ally efforts. During both pre-service and in-service teaching, Lillian noted the affects that others had on her curricular decisions and sense of ally agency. Challenging the bodies of literature that position teachers as either working in sociocultural vacuums or being the only relevant sociocultural factors, Lillian’s experiences established other contextual actors as more influential in her ally work than she herself was. In the third manuscript, the author considers the paucity of research that intersects race with LGBTQ topics in education. Through participant Miranda’s narrative accounts, the author examines the consequences of separating racial and LGBTQ identities in education research. As an in-service teacher, Miranda worked in a school with a large student of color population and pervasive gang activity. Her school context necessitated considerations of how race mattered in relation to sexuality, gender identity, and gender expression. A key argument is that LGBTQ research should include the experiences and needs of queer students of color and considerations of White privilege.
dc.languageeng
dc.publisheruga
dc.rightsOn Campus Only Until 2018-05-01
dc.subjectLGBTQ, teacher identity, sociocultural contexts, longitudinal research, narrative analysis, queer theory, social justice
dc.titleFrom dichotomy to complexity
dc.title.alternativenovice English education teachers’ emerging identities as LGBTQ allies and activists
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentLanguage and Literacy Education
dc.description.majorEnglish Education
dc.description.advisorPeter Smagorinsky
dc.description.committeePeter Smagorinsky
dc.description.committeePatricia Richards
dc.description.committeeKathleen deMarrais


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