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This study explores the hitherto unexamined phenomenon of queer-care in higher education from the teacher educators' perspectives. While care in education has been the subject of scholarly interest for many years and demonstrating caring for the wellbeing of students is an important component of teaching, the lack of attention to queer-care is a significant oversight in the body of care research and teacher education. Pertinent to this study is the investigation of how well Noddings' enactments of care (modeling, dialogue, practice, and confirmation) address the care needs of queer students. / Four teacher educators shared stories of their efforts to care for the emotional wellbeing of their queer students. As the fifth teacher educator in this work, I investigate my journey to becoming a queer-care practitioner, and my own practice of queer-care. The theoretical frameworks of qualitative and phenomenological research and feminist theory undergird this study. Two processes of analysis were employed, the first being the key sensitizing concepts of Noddings' enactments of care as points of entry into an understanding of the teacher educators' narratives of queer-care. The second level of analysis used the insights so gleaned to guide the focus of the self-study undertaken in this work. / Analysis of the teacher educators' narratives indicates that the practice of queer-care, while sharing certain similarities, is idiosyncratic, complicated, lonely, and often exhausting work. Alongside these findings are indicators that queer-care as practiced by these teacher educators is welcomed by queer students as being all too rare in their university experience, and of benefit to their sense of wellbeing. Findings also reveal that Noddings' enactments of care neither include nor address the particular care needs of queer students. This led me to identify particular care needs of queer students as being those of unwavering discretion, absolute safety, full social membership, and unstinting succour. This necessary awareness expands Noddings' model of care allowing it to include and be responsive to queer students. / This research has implications for teacher educators and any educators concerned with the wellbeing of queer students. It provides suggestions to enrich caring practice in teacher education programs and field experience.

The experiences of lesbian, gay, bisexual and transgender (LGB)(T) secondary school students are often problematic. The literature documents that LGB(T) students often experience harassment in secondary school settings. The participants in this study identify that issues around subject content, the need to address bullying and strategies around support are three key issues that might be targeted if LGB(T) school experiences are to improve. This thesis responds to participant perspectives by outlining a broad approach that is anchored by their concerns.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/29/2009). Includes bibliographical references (leaves 110-114).

Thesis (M. Ed.)--University of Melbourne, 1999. / Includes bibliographical references (p. 150-162).

Thesis (Ph. D.)--Bowling Green State University, 2004. / Title from PDF t.p. (viewed on May 7, 2006). Includes bibliographical references (p. 176-206).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from PDF t.p. (viewed on May 21, 2006). Includes bibliographical references (p. 266-278).

Thesis (Ph. D.)--University of Melbourne, 2001. / Includes bibliographical references (leaves 211-225).

M.Ed. / This research study focuses on researching the success of drama as intervention — and educational medium in the alteration of perceptions held regarding male homosexuality. The study is motivated by the fact that discrimination against males with this sexual orientation has evolved into a part of South African's everyday lives. The study is completed within the framework of the Existential paradigm. In the achievement of the above-mentioned study goal, the researcher applied the techniques of Qualitative research, and specifically used phenomenological studies according to this paradigm. The data was gathered through a variety of techniques (questionnaires, sketches and in-depth personal interviews) which enhanced the viability and reliability of the study through Triangulation. The drama, named "Die Voelverslcrikker" (with its own educational implications), was written according to the style of Absurd theatre, which projected the Existentialist philosophy in art. The drama was shown to the six people who participated in the study. Analyzing these responses gathered before the drama was seen, led to the identification of phenomenons, which were categorized. This proved to the researcher that the participants showed little insight into male homosexuality. It also enhanced the fact that negative attitudes toward male homosexuals were held. These findings justified the purpose of the study. These results were compared with the participants' responses after the play was seen, which led to conclusions regarding growth and change in insight regarding male homosexuality, bat a stagnancy in attitude towards males with this sexual orientation. These results were explained according to the Existential paradigm. In this regard the researcher mentioned fusion, the perceptual neuropsychological organization, introspection and Pragmatism. The researcher also proposes that this study presents a lot of other research opportunities.

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