Discussing sexual identities with pre-service primary school English-language teachers from a Spanish context
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Date
2014
Authors
Barozzi, Stefano
Ojeda, Juan Ramón Guijarro
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This article is based on a discussion with seven voluntary Spanish pre-service
primary school English-language teachers on queer issues. The focus group followed
a questionnaire on their knowledge and understanding of sexual identity issues in
education. The facilitated discussion enabled the participants to be better prepared
on the subject. At first, the researchers guided the discussion based on the main
results from the questionnaire and then worked as facilitators for the focus group,
prompting critical thinking. Through pedagogical suggestions, the participants
discussed possible applications of queer theory in primary education in order to
counter homophobia and heterosexism. The results of the discussion highlight the
absence of queer issues in English-language teaching in primary education in Spain
and the need for teacher training programmes, as requested by the participants. In
this article, sexual identities are related to lesbian, gay, bisexual, trans, intersexual
(LGBTI) as well as heterosexual people. It is the first study realised in Spain to use
group discussion on these topics.
Description
Keywords
Pre-service primary school teachers, English as a foreign language, Queer theory, Homophobia, Heteronormativity, LGBTI
Citation
Barozzi, S., & Ojeda, J. R. G. (2014). Discussing sexual identities with pre-service primary school English-language teachers from a Spanish context. Perspectives in Education, 32(3), 131-145.