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Queering the Curriculum: Advocating for and Affirming LGBTQIA+ Identities in the Teacher Education Curriculum in Challenging Times

Webinar Slides

Webinar Resources – Part 1

This webinar is intended for faculty and staff who are preparing teacher education students to work with all students, with a special emphasis on important curricular considerations for LGBTQIA+ candidates, cooperating teachers, and K-12 students and families. Join nationally recognized experts as they discuss how recent legislation that targets LGBTQIA+ identities has the potential to shape teacher education and how teacher educators can respond via curriculum and instructional decision-making.

Speakers/Panel:

Kate Kedley, Ph.D.
Associate Professor of Critical Literacy
Technology & Multilingual Education
Rowan University 
Kedley joined Rowan University in 2017 and is an associate professor in the Department of Critical Literacy, Technology, and Multilingual Education. Kedley received a Ph.D. from the University of Iowa (Language, Literacy, and Culture), an M.A. from Northern Arizona University (English), and a B.A. from the University of Northern Iowa (English Education). Kedley also holds graduate certificates in professional writing and in gender, women’s, and sexuality studies. Kedley is a former secondary English language arts and driver’s education teacher in Iowa, Arizona, and the Central American country of Honduras. At Rowan, Kedley teaches in the pre-service teacher program. Kedley’s research centers around critical literacy and education, public engagement, LGBTQ and young adult literature, language education, and social and educational movements in Honduras.
Stacie Brensilver Berman, Ph.D.
Visiting Assistant Professor, Residency Director, & Social Studies Content Mentor
New York University
Stacie Brensilver Berman is a visiting assistant professor in the Steinhardt School of Culture, Education, and Human Development at New York University and a residency director and content mentor in the Teacher Residency Program. She works extensively with high school teachers on developing curriculum and navigating the challenges around introducing controversial issues in classrooms, presenting at conferences throughout the U.S., and working individually with educators on topics including LGBTQ+ history, civil rights, and critical race theory.  Before earning her doctorate, Brensilver Berman was a New York City Public School teacher for ten years.

Moderators: