Abstract
The impact of homophobia and heterosexism on the e/quality of schooling experiences for many students and teachers in Australia places a responsibility on teacher education institutions to incorporate anti-homophobia and anti-heterosexist education in their courses. This discussion, based on research undertaken in universities across New South Wales, Australia, explores pre-service teacher educators' perceptions of the importance and relevance of including anti-homophobia and anti-heterosexist education in teacher education courses. It examines how the application or avoidance of addressing these issues is a result of their positioning in discourses of personal investment and social justice, as well as their articulation in curriculum.
| Original language | English |
|---|---|
| Pages (from-to) | 846-858 |
| Number of pages | 13 |
| Journal | Teaching and Teacher Education |
| Volume | 24 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2008 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 10 Reduced Inequalities
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