Güney, Özge2018-08-022018-08-022018-062018-062018-07-12http://hdl.handle.net/11693/47719Cataloged from PDF version of article.Thesis (M.S.): Bilkent University, Department of Teaching English as a Foreign Language, İhsan Doğramacı Bilkent University, 2018.Includes bibliographical references (leaves 127-138).This study aimed to explore the perceptions of pre-service teachers towards discussions of queer issues in English language classrooms and in teacher education programs in Turkey. The data were collected through pre- and post-questionnaires, queer sessions, and individual interviews with preservice teachers. The findings of the study show that pre-service teachers are mostly positive about queer inclusive pedagogy both in English language classrooms and in teacher education programs. Although the participants have some reservations about the negative feedback that might come from their students, parents and the administration, they would like teacher education programs to teach how to incorporate queer issues in English language classrooms. One pedagogical implication of the study is that professors in teacher education programs might incorporate queer pedagogies in their classes. Also, language teachers need a shift towards a non-heteronormative discourse in their classes ideally with the help of queer inclusive curricula.xiv, 158 leaves : illustrations (some color) ; 30 cm.Englishinfo:eu-repo/semantics/openAccessSexual IdentityQueer PedagogyHeteronormative DiscourseSexual DiversityDiscrimination Against Sexual OrientationThesisB158688