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Delivered within mandatory sociology of education and inclusion courses in a two-year Bachelor of Education program, the workshops aim to develop competencies prior to classroom practice. Findings indicate the program supports allyship and helps interrupt heteronormativity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lgbtq-awareness-and-allies-building-capacity-in-a-bachelor-of-education-program/595549/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lgbtq-awareness-and-allies-building-capacity-in-a-bachelor-of-education-program/595549.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address in Canadian teacher education?","Question",{"text":112,"@type":113},"The study addresses the challenge of preparing pre-service teachers to create and maintain safe spaces for LGBTQ youth and allies in educational environments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What training program is evaluated, and where is it delivered?",{"text":117,"@type":113},"It evaluates an integrated training program called Positive Space I and Positive Space II, delivered within mandatory sociology of education and inclusion courses in the Bachelor of Education program.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main outcomes reported for pre-service teachers?",{"text":121,"@type":113},"The findings suggest the Positive Space program is needed to help pre-service teachers become effective allies and interrupt heteronormativity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595549,1792166038,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","LGBTQ Awareness and Allies: Building Capacity in a Bachelor of Education Program  \nLaura-Lee Kearns  \nSt. Francis Xavier University  \nJennifer Mitton-Kukner  \nSt. Francis Xavier University  \nJoanne Tompkins  \nSt. Francis Xavier University  \nAbstract  \nThis research describes the impact of an integrated training program (Positive Space I and Positive Space II) on pre-service teachers’understandings of and abilities to create safe spaces for lesbian, gay, bi-sexual, transgendered, two-spirited, queering and/or questioning (LGBTQ) youth and allies in schools. Our Bachelor of Education program incorporates these workshops as part of sociology of education and inclusion classes that are mandatory courses for all pre-service teachers. Our findings suggest that for the pre-service teachers we teach, the Positive Space program is needed if they are to be allies and to interrupt heteronormativity.  \nCanadian Journal of Education / Revue canadienne de l’éducation 37:4 (2014)©2014 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nKeywords: Pre-service teacher education, queer youth, anti-oppressive pedagogy, LGBTQ students  \nRésumé  \nCette recherche décrit l’impact d’un programme de formation intégré (Espace positif Iet Espace positif II) sur la compréhension des espaces sûrs pour les jeunes lesbiennes, gais, bisexuels, transgenres, bispirituels, allosexuels et/ou en questionnement (LGBTQ) et leurs alliés à l’école par les futurs enseignants en formation ainsi que sur leur capacitéà les créer. Notre programme de Baccalauréat en éducation intègre ces ateliers dans le cadre de la sociologie de l’éducation et des classes d’inclusion qui sont des cours obligatoires pour tous les futurs enseignants en formation. Nos découvertes suggèrent que pour les futurs enseignants en formation auxquels nous enseignons, le programme Espace positif est nécessaire s’ils doivent devenir des alliés et interrompre l’hétéronormativité .  \nMots-clés : formation des futurs enseignants, jeunes homosexuels, pédagogie anti-oppressive, étudiants LGBTQ  \nCanadian Journal of Education / Revue canadienne de l’éducation 37:4 (2014) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nOne critical challenge facing Canadian teacher educators is how to prepare pre-service teachers to go into educational environments and create and maintain safe spaces for lesbian, gay, bi-sexual, transgendered, two-spirited, queering and/or questioning (LGBTQ) 1 youth and allies. Anti-oppressive work—particularly that which aims to meet the needs of LGBTQ youth—“remains a constant challenge in teacher education, worldwide”(Clark, 2010, p. 704). Because of the work they do, faculties of education can be ideal spaces to foster awareness, understanding, and support for LGBTQ youth in schools (Goldstein, Russell, & Daley, 2007). Aligning with recommendations made by Taylor et al. (2011) in Every Class in Every School: The First National Climate Survey on Homophobia, Biphobia, and Transphobia in Canadian Schools, the underlying intent of our research is to support “the integration of LGBTQ-inclusive teaching and intersectionality into compulsory courses in [our] Bachelor of Education programs so that teachers have adequate opportunities to develop competencies before entering the field”(p. 21) .  \nIn the first year of our two-year Bachelor of Education (BEd) program, we offer LGBTQ training (Positive Space I and Positive Space II) as part of pre-service teachers’ compulsory course work. As trainers ofthe Positive Space training program, we are teacher educators who maintain a social justice perspective, and bring a wide range of teaching experience to this work, having worked in Canadian Aboriginal, urban, rural, and international school contexts. The overall focus of the workshops is to provide pre-service teachers with the opportunity to explore LGBTQ realities and examine terminology and marginalization, as well as co","cbCaioT9NaGn72jL","https://ap.wps.com/l/cbCaioT9NaGn72jL","pdf",310454,26,"English","# Introduction\n## Broader Context of Study","[{\"question\":\"What problem does the study address in Canadian teacher education?\",\"answer\":\"The study addresses the challenge of preparing pre-service teachers to create and maintain safe spaces for LGBTQ youth and allies in educational environments.\"},{\"question\":\"What training program is evaluated, and where is it delivered?\",\"answer\":\"It evaluates an integrated training program called Positive Space I and Positive Space II, delivered within mandatory sociology of education and inclusion courses in the Bachelor of Education program.\"},{\"question\":\"What are the main outcomes reported for pre-service teachers?\",\"answer\":\"The findings suggest the Positive Space program is needed to help pre-service teachers become effective allies and interrupt heteronormativity.\"}]","LGBTQ Awareness and Allies: Building Capacity in a Bachelor of Education Program | PDF",1792081364,66]