How to Hit a Moving Target: 35 Years of Gender and Sexual Diversity in Teacher Education

This essay shares findings from an exhaustive review of the English-language published scholarship on integrating gender and sexual diversity in teacher education (GSDTE) since 1982. The 158 sources substantiate a largely USA-based field with an array of studied pedagogies and a citational reliance on statistics that reveal the school-sited suffering of gender and sexual minority youth. Implications for the field are shared, including: critical questions about the field's construction, objects and beneficiaries; the importance of citing GSDTE and teacher education research and not only youth outcome research; and preparing teachers for gender and sexual diversities that are presently unimaginable.

 

Highlights

 

• A review of the literature on integrating gender and sexual diversity in teacher education.

• There is a citational reliance on the school-sited suffering of gender and sexual minority youth.

• It is important to cite GSDTE and teacher education research and not only youth outcome research.

• This will help prepare teachers for gender and sexual diversities that are presently unimaginable.