On Cartographies of Anti-homophobia in Teacher Education and the Crisis of Witnessing Rural Student Teacher Refusals

Cathryn McConaghy

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

This paper explores the problem of student refusals in a rural Australian teacher education programme as a problem located in particular spatialised social relations. Drawing upon teacher educator reflections and student online discussions, the paper documents a situated approach to anti-homophobia teacher education: one in which student conservatism is read not as an ideological issue, but as an issue of repetitions. Situated within a context of postcolonial rural Australia, the repetitions of student homophobia emerge as symptomatic of moral anxieties in relation to the crisis of white presence (Rowse, 1993), hierarchical social structures of differential privilege, the formation of new abject subjectivities (Kristeva, 1982), saviour fantasies (Robertson, 1997), fears of losing (or finding) children (Pierce, 1996), and deep ambivalence towards their own learning (Britzman, 1998). Developing cartographies of anti-homophobia in teacher education is a movement away from analyses of homophobia as acts of discrimination to more specific situational analyses that take account of the spatialised nature of both homophobia and resistances to anti-homophobia programmes
Original languageEnglish
Pages (from-to)63-79
Number of pages17
JournalTeaching Education
Volume15
Issue number1
Publication statusPublished - 2004
Externally publishedYes

Fingerprint

student teacher
teacher
education
student
anxiety
conservatism
ambivalence
social structure
Social Relations
privilege
subjectivity
homophobia
discrimination
educator
learning

Cite this

@article{f717d41433ed42a98a71d4e12cd36e58,
title = "On Cartographies of Anti-homophobia in Teacher Education and the Crisis of Witnessing Rural Student Teacher Refusals",
abstract = "This paper explores the problem of student refusals in a rural Australian teacher education programme as a problem located in particular spatialised social relations. Drawing upon teacher educator reflections and student online discussions, the paper documents a situated approach to anti-homophobia teacher education: one in which student conservatism is read not as an ideological issue, but as an issue of repetitions. Situated within a context of postcolonial rural Australia, the repetitions of student homophobia emerge as symptomatic of moral anxieties in relation to the crisis of white presence (Rowse, 1993), hierarchical social structures of differential privilege, the formation of new abject subjectivities (Kristeva, 1982), saviour fantasies (Robertson, 1997), fears of losing (or finding) children (Pierce, 1996), and deep ambivalence towards their own learning (Britzman, 1998). Developing cartographies of anti-homophobia in teacher education is a movement away from analyses of homophobia as acts of discrimination to more specific situational analyses that take account of the spatialised nature of both homophobia and resistances to anti-homophobia programmes",
author = "Cathryn McConaghy",
year = "2004",
language = "English",
volume = "15",
pages = "63--79",
journal = "Teaching Education",
issn = "1047-6210",
publisher = "Routledge",
number = "1",

}

On Cartographies of Anti-homophobia in Teacher Education and the Crisis of Witnessing Rural Student Teacher Refusals. / McConaghy, Cathryn.

In: Teaching Education, Vol. 15, No. 1, 2004, p. 63-79.

Research output: Contribution to journalArticle

TY - JOUR

T1 - On Cartographies of Anti-homophobia in Teacher Education and the Crisis of Witnessing Rural Student Teacher Refusals

AU - McConaghy, Cathryn

PY - 2004

Y1 - 2004

N2 - This paper explores the problem of student refusals in a rural Australian teacher education programme as a problem located in particular spatialised social relations. Drawing upon teacher educator reflections and student online discussions, the paper documents a situated approach to anti-homophobia teacher education: one in which student conservatism is read not as an ideological issue, but as an issue of repetitions. Situated within a context of postcolonial rural Australia, the repetitions of student homophobia emerge as symptomatic of moral anxieties in relation to the crisis of white presence (Rowse, 1993), hierarchical social structures of differential privilege, the formation of new abject subjectivities (Kristeva, 1982), saviour fantasies (Robertson, 1997), fears of losing (or finding) children (Pierce, 1996), and deep ambivalence towards their own learning (Britzman, 1998). Developing cartographies of anti-homophobia in teacher education is a movement away from analyses of homophobia as acts of discrimination to more specific situational analyses that take account of the spatialised nature of both homophobia and resistances to anti-homophobia programmes

AB - This paper explores the problem of student refusals in a rural Australian teacher education programme as a problem located in particular spatialised social relations. Drawing upon teacher educator reflections and student online discussions, the paper documents a situated approach to anti-homophobia teacher education: one in which student conservatism is read not as an ideological issue, but as an issue of repetitions. Situated within a context of postcolonial rural Australia, the repetitions of student homophobia emerge as symptomatic of moral anxieties in relation to the crisis of white presence (Rowse, 1993), hierarchical social structures of differential privilege, the formation of new abject subjectivities (Kristeva, 1982), saviour fantasies (Robertson, 1997), fears of losing (or finding) children (Pierce, 1996), and deep ambivalence towards their own learning (Britzman, 1998). Developing cartographies of anti-homophobia in teacher education is a movement away from analyses of homophobia as acts of discrimination to more specific situational analyses that take account of the spatialised nature of both homophobia and resistances to anti-homophobia programmes

M3 - Article

VL - 15

SP - 63

EP - 79

JO - Teaching Education

JF - Teaching Education

SN - 1047-6210

IS - 1

ER -