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Francis Xavier University  \nLaura-Lee Kearns  \nSaint Francis Xavier University  \nJennifer Mitton-Kükner  \nSaint Francis Xavier University  \nAbstract  \nWhat are the experiences of beginning queer educators? We followed four LGBTQ-identified teachers as they began their teaching careers. As pre-service teachers, they took on leadership roles advocating for LGBTQ-inclusive education. Their stories were diverse: from feeling empowered and accepted, to being conflicted about coming out, to being the sole advocate for LGBTQ-inclusive education, to experiencing school leadership  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:2 (2019)©2019 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nand climates that ranged from supportive to hostile. We are encouraged by their resilience and agency, yet deeply concerned by some of their negative experiences. Systemic work remains to be done not only for LGBTQ youth but also for LGBTQ educators in schools.  \nKeywords: LGBTQ-inclusive education, social justice education, queer teachers, beginning teachers  \nRésumé  \nQuelles sont les expériences des éducateurs homosexuels en début de carrière ? Nous avons suivi le parcours de quatre enseignants qui s’identifient LGBTQ à leur début dans leur carrière d’enseignant. En tant qu’enseignants en formation, ils ont pris l’initiative dejouer unrôle militant pour l’inclusion éducative des LGBTQ. Leurs histoires sont diverses : partant du sentiment d’avoir du pouvoir et d’être acceptés, à être troublés par le fait de s’afficher,à être les seuls à défendre l’inclusion éducative des LGBTQ, jusqu’à expérimenter une ambiance de travail et avec la direction scolaire oscillant de coopérative à hostile. Nous sommes encouragés par leur résilience et leur capacité d’action, mais aussi profondément préoccupés par certaines de leurs expériences négatives. Un travail systémique reste encore à accomplir, non seulement en ce qui concerne les jeunes LGBTQ, mais également pour les éducateurs LGBTQ dans les écoles.  \nMots-clés : inclusion éducative des LGBTQ, éducation à la justice sociale, enseignants homosexuels, enseignants débutants  \nAcknowledgement  \nThis research was supported by a University Council for Research Grant (\\#2013-037) from St. Francis Xavier University.  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:2 (2019) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nWhat are the experiences of beginning queer educators in schools? 1 Building on a longitudinal study of pre-service teachers’ abilities to create awareness and advocate for lesbian, gay, bisexual, transgender, two-spirited, and queer (LGBTQ) youth and families (Kearns, Mitton-Kukner, & Tompkins, 2014a, 2014b, 2017; Mitton-Kukner, Kearns, & Tompkins, 2015; Tompkins, Kearns, & Mitton-Kukner, 2018), we followed the experiences of four recent graduates who identify as part of the LGBTQ community as they began their teaching careers across Canada. As pre-service teachers, they took on leadership roles as trainers of an LGBTQ awareness program embedded in our teacher education program and helped to create a third program that engaged LGBTQ curricula critically in schools, and found moments to advocate for LGBTQ youth and families in schools. Based on the degree of success they felt in the teacher education program, we wanted to explore their experiences as beginning teachers. Stories from their first and second years of teaching were diverse: from feeling empowered and accepted, to feeling conflicted about coming out, to being the only person in a school environment advocating for LGBTQ students and families, to experiencing school leadership and climates that demonstrated a range of reactions—from supportive to hostile—in response to efforts that challenged heteronormativity and genderism. ","cbCaierOekXZdTq2","https://ap.wps.com/l/cbCaierOekXZdTq2","pdf",724112,31,"English","# Abstract\n# Introduction\n# Context of Queer Educators in Schools and Society","[{\"question\":\"How many beginning queer educators were followed in the study, and what was their background?\",\"answer\":\"Four LGBTQ-identified teachers were followed as they began their teaching careers across Canada, and they previously engaged in LGBTQ-inclusive education advocacy during their pre-service training.\"},{\"question\":\"What kinds of experiences did the beginning teachers report during their first and second years?\",\"answer\":\"Their stories ranged from feeling empowered and accepted to feeling conflicted about coming out, sometimes as the only person advocating for LGBTQ students and families, within climates that varied from supportive to hostile.\"},{\"question\":\"What systemic concerns does the research emphasize?\",\"answer\":\"The study encourages their resilience and agency while expressing deep concern about negative experiences and calling for systemic work that supports both LGBTQ youth and LGBTQ educators in schools.\"}]","Queer Educators in Schools: The Experiences of Four Beginning Teachers | PDF",1792082120,78]