Kevin J. Graziano

Oppression and resiliency in a post-apartheid South Africa: unheard voices of Black gay men and lesbians.

Guided by photovoice, a form of participatory action research that uses documentary photography and storytelling, this study examines how Black gay men and lesbians view themselves in relation to White gay men and lesbians in South Africa. Participants were from 4 South African townships and included 4 women, and 3 men. Participants discussed interracial dating, a lack of education, and information regarding differing sexualities and health care. They reported being sexually and physically assaulted for challenging the heterosexual status quo. Other themes that emerged from this study were classism, cultural traditions of visiting African healers, and segregated social spaces. Amidst oppression and despair, participants showed signs of strength, hope, and optimism.

Walk the talk: Connecting critical pedagogy and practice in teacher education

Under the principles of critical pedagogy, this article examines the process and experiences of 22 pre‐service teachers enrolled in a required teacher education course, Teaching for Diversity and Social Justice, who collaboratively developed and taught the course syllabus to one another. Through surveys, observations, and informal meetings, students discussed their student‐teacher roles in the classroom and their fears, anxieties, and joys of being co‐developers of the curriculum. Although students acclimated to the course structure and assumed responsibility for their own learning, results indicated that students preferred deeper, richer dialogues on the social issues they chose to study.

Coming Out on a South African University Campus: Adaptation of Gay Men and Lesbians

Abstract Despite Africas sordid view that same-sex behavior is a “social syphilis,” gay and lesbian students at Stellenbosch University in South Africa are developing networks of support and becoming visible both on and off campus. This exploratory study examines the opinions and beliefs of 20 gay and lesbian students (one student identified as bisexual) and the relationship between their social support networks, their involvement in a gay and lesbian Society at Stellenbosch University, and their experiences and interactions with others in college and their community. Findings reveal that some gay and lesbian students remain silent about their sexual orientation due to hostile campus environments and fear of discrimination and victimization. This article concludes with a brief discussion of Afrikaner nationalism vis-à-vis the gay and lesbian community in Stellenbosch.

Surveying the National Landscape of Online Teacher Training in K–12 Teacher Preparation Programs

Abstract Online teaching and learning and the need for qualified online teachers are on the rise across the United States. Currently, the majority of teacher preparation programs do not formally prepare teacher candidates to teach online. The purpose of this study was to gain insight into the ways teacher preparation programs are responding to the increasing need for K–12 teachers to be proficient in online teaching. A Web-based, national survey gathered data from 215 participants, mainly deans and associate deans. Participants recognized the need for online teaching, but reported there are too many state requirements from their traditional teacher preparation programs, leaving limited or no room to incorporate new curriculum on online and blended teaching methods. While undergraduate teacher preparation programs have limited or no room for other courses or initiatives, deans of graduate programs were generally more likely to support the inclusion of graduate degrees, optional courses, and/or certificates that prepare teacher candidates to teach online. Implications for teacher education are discussed. (Keywords: online teaching, online teaching methods, teacher candidates, teacher preparation, teacher preparation program deans)