Outness as Pedagogy in Teacher Education
           Sara Raven, Kent State University, OH
ABSTRACT  
In the world of academia and teacher education, confronting socially divisive issues in the classroom 
can often seem daunting. We often consider how our studentsí identities interact with classroom discourse, 
but not how our own identities as teacher educators affect it. Using outness as a pedagogical tool, 
I discuss how coming out can be both a help and hindrance in critical classroom discourse, as well as 
the importance of incorporating socially divisive issues in teacher education programs.

	Academic Exchange Quarterly Spring 2015: Volume 19, Issue 1  
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