University of Oulu

Cardona López, J.A. and Heikkinen, M., (2015). Bridging conceptual divides related to sex, gender and sexuality in teacher education. Education in the North, 22 (Special Issue), pp. 24-48.

Bridging conceptual divides related to sex, gender and sexuality in teacher education

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Author: Cardona López, José Adán1; Heikkinen, Mervi1
Organizations: 1Women's and Gender Studies, Department of Educational Sciences and Teacher Education, Oulun Yliopisto
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.2 MB)
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Language: English
Published: University of Aberdeen, 2015
Publish Date: 2017-01-30


A fluid understanding of sex, gender and sexuality contradicts categorical binary thinking. In this article on the implementation of the ethical principles of ‘shared moral space’ (Nussbaum 2008) and ‘deconstructive ethics’ (Lenz-Taguchi 2007), we illustrate the realization of these two principles within a framework of gender and sexual diversity on a professional ethics course. Deconstructive ethics is integrated into our course with teacher education students, querying assumptions on sex, gender and sexuality.

Sex, gender and sexuality are explored as part of the course in order to deconstruct gender-stereotyped meaning-making and provide a safe space to learn about LGBTIQQAA2S — as we refer to gender and sexual diversity issues in initial teacher education. The fluidity of these categories becomes apparent in cases that break the boundaries of the normative categories, e.g. transgender and intersex children and young people. Therefore, the approach in question is about reconstructing a fluid understanding of sex, gender, and sexuality.

Teacher education students’ learning process on the topic is supported by a pedagogical approach that is grounded in critical self-reflection, with theory and practice aiming to produce critical self-empowerment when realizing the various dimensions of the ethical responsibility of the teaching profession.

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Series: Education in the north
ISSN: 0424-5512
ISSN-E: 2398-0184
ISSN-L: 0424-5512
Volume: 22
Pages: 24 - 48
Type of Publication: A1 Journal article – refereed
Field of Science: 5141 Sociology
516 Educational sciences
616 Other humanities
Copyright information: Published in this repository with the kind permission of the publisher.
This article may be used for research, teaching and private study.