Episode 155: Navigating Identity as Controversy with Jenni Conrad

In episode 155, Dan and Michael chat with Jenni Conrad about her new article in Theory & Research in Social Education (TRSE) titled, “Navigating identity as a controversial issue: One teacher’s disclosure for critical empathic reasoning.”

Transcript

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Books, Articles and Other Amazing Resources

  1. Conrad, J. (2020). Navigating identity as a controversial issue: One teacher’s disclosure for critical empathic reasoning. Theory & Research in Social Education, 48(2), 211-243.
  2. You can find all of Dr. Conrad’s articles on her Google Scholar page
  3. We mentioned Quinault and Coast Salish homelands in Washington state. Learn about these Indigenous nations and those near you at Native-Land.ca (also check out their teachers’ guide).  
  4. A great resource for learning outside: http://learninginplaces.org/for-families/
  5. McAvoy’s concept of “seepage” is referenced in Hess, D. E., & McAvoy, P. (2014). The political classroom: Evidence and ethics in democratic education. Routledge.
  6. Increased political trauma and bullying in schools since 2016: 
    1. Sondel, B., Baggett, H. C., & Dunn, A. H. (2018). “For millions of people, this is real trauma”: A pedagogy of political trauma in the wake of the 2016 US Presidential election. Teaching and Teacher Education, 70, 175-185.
    2. Rogers, J., Franke, M., Yun, J. E. E., Ishimoto, M., Diera, C., Geller, R. C., … & Brenes, T. (2017). Teaching and Learning in the Age of Trump: Increasing Stress and Hostility in America’s High Schools. UCLA IDEA.
  7. For more on the civic paradox facing LGBTQ+ people in schools, and Talbot’s cooperative learning instruction to support student discussions in a highly tracked school: Conrad, J. (2019). “Our silent day”: One White gay teacher’s exploration of agency and counter-socialization during the national Day of Silence. Journal of Social Science Education. 18(1), 101-124. 
  8. On fear and the need for courage with LGBTQ+ topics in social studies education: 
    1. A very helpful overview: Mayo, J. B., Jr. (2017). Sexuality and queer theory in the social studies. In M. M. Manfra & C. M. Bolick (Eds.), The Wiley handbook of social studies research (pp. 254–270). Boston, MA: Wiley-Blackwell.
    2. In curriculum: Schmidt, S. J. (2010). Queering social studies: The role of social studies in normalizing citizens and sexuality in the common good. Theory & Research in Social Education, 38(3), 314-335.
    3. With novice social studies teachers: Niemi, N. (2016). “It’s not appropriate!” Sexual orientation in teacher preparation curriculum. In A. Butler-Wall, K. Cosier, R. Harper, J. Sapp, J. Sokolower, & M. B. Tempel (Eds.), Rethinking sexism, gender, and sexuality (pp. 416–423). Milwaukee, WI: Rethinking Schools
    4. With practicing heterosexual teachers: Vega, S., Crawford, H. G., & Van Pelt, J. L. (2012). Safe schools for LGBTQI students: How do teachers view their role in promoting safe schools? Equity & Excellence in Education, 45, 250–260. doi: 10.1080/10665684.2012.671095 
  9. Information on the Day of Silence: https://www.glsen.org/day-of-silence 
  10. Information on rights by U.S. state for LGBTQ+ people, including educators: https://www.lgbtmap.org/equality-maps 
  11. Epistemic authority indicates a position of power as a knower. 
  12. Episode 8: Teacher Political Disclosure with Wayne Journell
  13. Episode 39: Supporting Transgender Students w/ Amber Briggle & Genevieve Ma’yet

Biography

Jenni Conrad, PhD is a postdoctoral research fellow at Temple University. She currently partners with colleagues at the University of Pennsylvania on a long-term study of new teachers’ identities and classroom discussion practices. Jenni has served as a teacher educator and instructional coach at the University of Washington and Seattle University. She comes to educational research after eight years teaching in public schools and ten years as an experiential educator in outdoor and informal settings. Her research focuses on efforts for equity and transformation in teacher education, Indigenous education, classroom pedagogy, and curriculum. Her work appears in Teaching & Teacher Education, Theory & Research in Social Education, Journal of Curriculum Studies, Multicultural Perspectives, and others. She can be reached at jconrad@temple.edu. You can find all of Dr. Conrad’s articles on her Google Scholar page.

Editor

We would like to thank Zack Seitz of Wylie High School (TX) and the University of North Texas for his editing skills. 

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