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“Distressing” Situations and Differentiated Interventions: Preservice Teachers’ Imagined Futures With Trans and Gender-Creative Students


by Elizabeth E. Blair & Sherry L. Deckman - 2020


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Cite This Article as: Teachers College Record Volume 122 Number 7, 2020, p. -
https://www.tcrecord.org ID Number: 23319, Date Accessed: 9/25/2020 12:46:27 AM
 
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About the Author
  • Elizabeth Blair
    University of Wisconsin–Whitewater
    E-mail Author
    ELIZABETH E. BLAIR, Ed.D., is an Assistant Professor in the Department of Educational Foundations at the University of Wisconsin–Whitewater, where she teaches courses on child development, educational equity, and educational theory and practice to preservice teachers. Dr. Blair’s research agenda focuses on exploring teaching and learning relationships, identity, and educational equity in elementary through postsecondary contexts, with a special focus on gender identity and equity. Her selected publications include “Undergraduate STEM Instructors' Teacher Identities and Discourses on Student Gender Expression and Equity” (Journal of Engineering Education, 2017) and “Partners for Success? Undergraduate Women’s Post-Feminist Constructions of Intimate Relationships” (Gender and Education, 2017).
  • Sherry Deckman
    Lehman College, City University of New York
    E-mail Author
    SHERRY L. DECKMAN, Ed.D., is an assistant professor of education at Lehman College, the City University of New York. Her current research explores how educators are formally prepared to work with students from diverse race and gender backgrounds and how educators address issues of race, class, and gender inequity in schools. Dr. Deckman’s selected publications include “Managing Race and Race-ing Management: Teachers’ Stories of Race and Classroom Conflict” (Teachers College Record, 2018) and “Dangerous Black Professor: Challenging the Ghettoization of Race in Higher Education Through Life Texts Pedagogy” (coauthor, RIP Jim Crow: Fighting Racism Through Higher Education Policy, Curriculum, and Cultural Interventions, Peter Lang, 2016).
 
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