Hafernik, Johnnie Johnson, Dorothy S. Messerschmitt, and Stephanie Vandrick, Collaborative Research: Why and How? Educational Researcher, 26(December, 1997), 31-35.

Rercommends collaborative research and writing; discusses porcesses and advantages

Envisioning feminist solidarity in TESOL and the Academy: critical self-reflections

Content Area: Social Responsibility/Sociopolitical Concerns (SR)Conference Theme: Crossing Borders, Buiding BridgesSix TESOL scholars critically reexamine and expand on particularities of their place-based struggles, arguing that race and gender are historical and contextual, embedded in the academy and TESOL. Drawing from critical theories including feminist pedagogy, Black womanist theory, and identity studies, panelists share their narratives and research in these areas

Women faculty of color in TESOL: Theorizing our lived experiences

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Envisioning feminist solidarity in TESOL and the academy

Conference Theme: Crossing Borders Building BridgesContent Area: Social Responsibility/Sociopolitical Concerns (SR)Six TESOL scholars critically reexamine and expand on particularities of their place-based struggles, arguing that race and gender are historical and contextual, embedded in the academy and TESOL. Drawing from critical theories including feminist pedagogy, Black womanist theory, and identity studies, panelists share their narratives and research in these areas

English Language Teachers’ Attitudes Towards the Incorporation of Gay- and Lesbian-Related Topics in the Classroom: the Case of Greek Cypriot EFL Teachers

The English as a foreign language (EFL) classroom is composed of a mixture of people with various backgrounds and identities. Sexuality is increasingly recognised as a form of identity similar to other categorical forms such as class, gender and ethnicity. Based on the idea that ‘otherness’ related issues should be treated in the foreign language classroom as a means to achieve existential competence, the present study investigates the attitudes of Greek Cypriot EFL teachers towards the inclusion of gay- and lesbian-related topics in the EFL classroom. A 15-item questionnaire was designed and data was collected from 58 English language teachers in Cyprus. The results indicated that EFL teachers tended to have positive attitudes towards the use of gay- and lesbian related topics in the classroom. Positive attitudes seemed to be caused by the belief that students would find such topics interesting and on the condition that they are part of the course-book. Negative attitudes seem to be formed because EFL teachers believe that they were ill-equipped to deal with the use of such topics and homophobia in the classroom. As it is generally teachers who play a large part in determining what constitutes allowable discourses in the classroom, their role becomes even more significant in evoking insights, enriching students’ educational experiences and creating an accepting classroom environment towards the discussion of gay- and lesbian-related topics

Language, Sexuality, and Education

Presenting a range of data obtained from secondary schools in the UK and US, this path-breaking book explores the role played by language in constructing sexual identities. Analysing the often complex ways in which homophobia, heterosexism and heteronormativity are enacted within school contexts, it shows that by analysing language, we can discover much about how educators and students experience sexual diversity in their schools, how sexual identities are constructed through language, and how different statuses are ascribed to different sexual identities