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Drawing on an ongoing longitudinal investigation of an integrated LGBTQ awareness program, the article examines five pre-service teachers who reported critical incidents during practicum. Findings show how gender surveillance, overt and covert, sustains heteronormativity, and why homophobia, transphobia, and gender stereotypes require ongoing challenge.",{"@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/transphobia-and-cisgender-privilege-pre-service-teachers-recognizing-and-challenging-gender-rigidity-in-schools/595634/",{"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/transphobia-and-cisgender-privilege-pre-service-teachers-recognizing-and-challenging-gender-rigidity-in-schools/595634.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the study on teacher education?","Question",{"text":112,"@type":113},"The study shows how critical curricula and social justice education can inform teacher education by helping pre-service teachers recognize and challenge transphobia and rigid gender construction in schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research grounded according to the article?",{"text":117,"@type":113},"It builds on an ongoing longitudinal study examining an integrated LGBTQ awareness program and focuses on five pre-service teachers who identified critical incidents during their first practicum.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the teachers’ experiences highlight about school practices?",{"text":121,"@type":113},"They highlight how gender surveillance, both overtly and covertly, reinscribes heteronormativity and contributes to genderism, homophobia, and transphobia, requiring continuous challenge.","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},595634,1792172050,{"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":34,"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","Transphobia and Cisgender Privilege: Pre-Service Teachers Recognizing and Challenging Gender Rigidity in Schools  \nLaura-Lee Kearns  \nSt. Francis Xavier University  \nJennifer Mitton-Kükner  \nSt. Francis Xavier University  \nJoanne Tompkins  \nSt. Francis Xavier University  \nAbstract  \nOur study provides examples of how critical curricula and social justice education can be brought together to inform teacher education. Building upon our ongoing longitudinal study, which investigates the impact of an integrated LGBTQ awareness program, we focus in this article on five pre-service teachers who identified critical incidents in schools related to transphobia and gender construction, and who were concerned about the enduring gender binary that presents itself in schools. Their experiences highlight the  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:1 (2017)©2017 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nways in which gender surveillance, both overtly and covertly, reinscribes heteronormativity, and that homophobia, transphobia, and gender stereotypes need to be continuously challenged.  \nKeywords: pre-service teacher education, transgender, gender, LGBTQ youth  \nRésumé  \nNotre étude montre comment des cours axés sur la pensée critique peuvent être intégrés à une sensibilisation à la justice sociale dans la formation à l’enseignement. À partir d’une étude longitudinale toujours en cours sur l’impact d’un programme intégré de sensibilisation aux questions LGBTQ, nous nous concentrons ici sur cinq étudiants en pédagogie qui, ayant identifié, des incidents préoccupants liés à la transphobie et à la construction du genre lors de leurs stages, s’inquiétaient de la conception binaire du genre en milieu scolaire. Leurs expériences mettent en lumière comment la surveillance, déguisée ou non, du genre réinscrit l’hétéronormativité et à quel point il est important de remettre continuellement en cause l’homophobie, la transphobie et les stéréotypes liés au genre.  \nMots-clés : formation initiale à l’enseignement, transgenre, genre, jeunes LGBTQ  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:1 (2017) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThe opportunity for teacher candidates to understand how to incorporate anti-discrimination work in their teaching practice is a key component of school and education reform. Social justice policies and procedures exist in many school settings, but unless new teachers have the opportunity to explore and apply knowledge learned from professional development, these well-meaning policies are often neglected or ignored. Building upon our ongoing longitudinal study, which investigates the impact of an integrated Lesbian, Gay, Bi-sexual, Transgendered, Two-Spirited, Queering and/or Questioning (LGBTQ) awareness program (Kearns, Mitton-Kukner, & Tompkins 2014a, 2014b; Mitton-Kukner, Kearns, & Tompkins, 2015), we focus on five pre-service teachers who identified critical incidents related to transphobia and gender construction. These incidents, which happened during their first practicum, caused great concern over the enduring gender binary that presents itself in schools. Their experiences highlight the ways in which gender surveillance, both overtly and covertly, reinscribes heteronormativity, and contributes to genderism, homophobia, and transphobia.  \nLGBTQ and Gender in Schools and Society  \nShaped by heteronormativity and rigid gender expectations, LGBTQ youth in schools and society have been vulnerable to harassment (Taylor et al., 2011) . In such hostile climates, LGBTQ youth are unlikely to learn and may avoid schools (Palmer, Kosciw, & Bartkiewicz, 2012). Indeed, many learn that discrimination against the LGBTQ community is acceptable (Gender Public Advocacy Coalition, 2006; Haskell & Burtch, 2010), as transgender and gender non-conforming students experience ongoing acts","cbCaisXmlUScbhFl","https://ap.wps.com/l/cbCaisXmlUScbhFl","pdf",312952,27,"English","# Introduction\n# LGBTQ and Gender in Schools and Society","[{\"question\":\"What is the central focus of the study on teacher education?\",\"answer\":\"The study shows how critical curricula and social justice education can inform teacher education by helping pre-service teachers recognize and challenge transphobia and rigid gender construction in schools.\"},{\"question\":\"How was the research grounded according to the article?\",\"answer\":\"It builds on an ongoing longitudinal study examining an integrated LGBTQ awareness program and focuses on five pre-service teachers who identified critical incidents during their first practicum.\"},{\"question\":\"What do the teachers’ experiences highlight about school practices?\",\"answer\":\"They highlight how gender surveillance, both overtly and covertly, reinscribes heteronormativity and contributes to genderism, homophobia, and transphobia, requiring continuous challenge.\"}]","Transphobia and Cisgender Privilege: Pre-Service Teachers Recognizing and Challenging Gender Rigidity in Schools | PDF",1792081521,68]