Introduction to Fall 2022 Issue

The authors in this issue examine the lessons learned and the implications for future teacher practitioners, teacher preparation programs, and education policy. In "California FAIR Act, Ten Years Later: Elementary Teachers Still Uncomfortable with LGBTQ+ Curriculum Through a Democratic Queer Th...

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Bibliographic Details
Published inIssues in teacher education Vol. 31; no. 3; pp. 2 - 4
Main Authors Thorsos, Nilsa J, Saito, L. Erika
Format Journal Article
LanguageEnglish
Published San Bernadino Caddo Gap Press 22.09.2022
Subjects
Curricula
Distance education
Learning
Preservice Teachers
School Safety
Social justice
Teacher education
Teachers
Teaching
Teaching Methods
California
United States > US
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Summary:The authors in this issue examine the lessons learned and the implications for future teacher practitioners, teacher preparation programs, and education policy. In "California FAIR Act, Ten Years Later: Elementary Teachers Still Uncomfortable with LGBTQ+ Curriculum Through a Democratic Queer Theory Lens," Bre Evans-Santiago, Anni Reinking, and Brittney Beck share the results of their pilot study. The authors provide a clear report on how FAIR Education Act (signed into law in 2011) explicitly requires inclusion of and instruction on the roles and contributions of both men and women-Native Americans, African Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans, lesbian, gay, bisexual, and transgender Americans, persons with disabilities, and members of other ethnic and cultural groups-in the economic, political, and social development of California and the United States of America, with particular emphasis on the role of these groups in contemporary society ( 51204.5 of the act).
ISSN:1536-3031
2831-9095