Work

Establishing queer foundations: collaborative narrative reflections on engaging drag pedagogy in preservice teacher professional development

Year: 2025

Type: article

Abstract: This paper utilizes collaborative research methods to present engagements with aspects of drag pedagogy within and beyond a hybrid professional development series designed to support the teaching of LGBTQ+ history and identities within K-12 classrooms. The first three authors on this project designed a hybrid professional development series titled Teaching LGBTQ+ Histories and Identities Using Primary Sources in which the second three authors on this project three preservice teachers (PSTs), enrolled as participants. This article features narrative and artistic representations of reflection generated by PD facilitators and PSTs in which we offer lines of thought related to individual and collective engagements with drag pedagogy within the PD, personal-political commitments toward supporting LGBTQ+ students, and pedagogical possibilities and as we each move forward in their careers as educators and teacher-researchers.

Source: International Journal of Qualitative Studies in Education

DOI: 10.1080/09518398.2025.2571492

Authors: Andrea M. Hawkman, Cathy A. R. Brant, Ash Lierman, Sarah Morrison, Michael Stanton, Bella Stefanowicz

Institution: Rowan University

Language: English

Topic: Gender, Sexuality, and Education

Subfield: Gender Studies

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Funder: Library of Congress