对土耳其英语职前教师的酷儿探究

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tesol Quarterly Pub Date : 2023-09-23 DOI:10.1002/tesq.3262
Özge Güney
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引用次数: 0

摘要

基于酷儿批评文学框架,本研究描述了一种干预措施,旨在帮助职前教师识别和解构土耳其社会和教育背景下的异性恋规范话语。通过一部讲述土耳其跨性别者经历的当地纪录片,职前教师批判了土耳其社会实践、权力关系和宗教所限制的正常/不正常二元性别。该研究进一步探讨了职前教师对将性问题纳入英语课堂和英语教学计划的态度,数据来自于在三所土耳其州立大学进行的课堂讨论和个人访谈。我在数据收集过程中遇到的某些方法上的挑战也被提出,希望能给未来对类似环境下探索性别多样性问题感兴趣的研究人员提供见解。至于研究结果,研究揭示了参与者与教师教育者的酷儿对话的生活经历使他们能够成功地识别和解构他们的项目中的异性恋规范话语。他们作为实习教师的经历还表明,在土耳其社会被视为禁忌的酷儿讨论在英语课堂上是不可避免的。然而,考虑到严格的政府政策和社会上高度的宗教信仰,在职教师对如何或是否在未来的课堂上采用对酷儿友好的话语持保留态度。因此,保守社区的(职前)教师在教学上为未来遇到的酷儿讨论做好准备,为所有学习者提供一个尊重的课堂环境是至关重要的。酷儿批判素养对于教师教育者来说可能是一个有用的框架,可以提高教师对主流话语如何强化异性恋规范的认识,以及教师如何通过识别和解构这些话语来为不同性别身份的学习者创造一个安全的课堂环境,从而成为变革的推动者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
In Pursuit of Queer Inquiry with Turkish EFL Preservice Teachers
Abstract Based on queer critical literacies framework, this study describes an intervention that aimed to help preservice teachers identify and deconstruct heteronormative discourse in Turkish social and educational contexts. Through a local documentary that narrates the experiences of a Turkish transgender individual, preservice teachers critique the normal/abnormal binary as conditioned by social practices, power relations, and religion in Turkey. The study further explores the attitudes of preservice teachers towards incorporation of sexuality issues in the English classroom and in English language teaching programs with data from in‐class discussions and individual interviews conducted at three Turkish state universities. Certain methodological challenges I encountered during data collection are also presented to hopefully give insights to future researchers interested in exploring sexual diversity issues in similar settings. As for the findings, the study revealed that participants’ lived experiences of queer conversations with teacher educators enabled them to successfully identify and deconstruct heteronormative discourses in their programs. Their experiences as trainee teachers additionally showed that queer discussions, considered a taboo in the Turkish society, are inevitable in the English classroom. However, preservice teachers revealed certain reservations about how or whether they would adopt a queer friendly discourse in their future classrooms considering the strict government policies and high levels of religiosity in society. It is thus critical that (preservice) teachers in conservative communities be pedagogically prepared for future encounters of queer discussions to offer a respectful classroom environment for all learners. Queer critical literacies might be a useful framework for teacher educators to increase awareness of teachers about how dominant discourses may reinforce heteronormativity and how teachers could be agents of change by identifying and deconstructing such discourses to create a safe classroom environment for learners of diverse sexual identities.
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
期刊介绍: TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
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