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<p>This study examines pre-service social studies teachers’ reaction to how or whether they would include the narratives of the private lives of queer soldier poets in an instructional unit focused on World War I. This was a qualitative case study that centered the voices and perspectives of pre-service social studies teachers in an urban education teacher education program. Data included two Socratic Seminar style discussions, the first on World War I war poetry and the second on selections of Michael Korda’s text <i>Muses of Fire.</i> Data also included two focus group interviews, the first focused on a discussion of how or if participants might use the private lives in a unit of instruction, and the second focused on sharing unit outlines each participant had created and an attempt to collectively create an instructional unit. Participants were also individually interviewed, and unit plans and an essay of explanation were also used as data for this study. Participants gained content knowledge on the lives and experiences of queer soldier poets of World War I. While there was general agreement on the importance of the content knowledge, participants struggled to agree on a pedagogical approach or approach to organizing the content. The pre-service teachers also struggled with the possible or perceived consequences of including the material. These included teaching the content poorly and re-emphasizing perceived stereotypes of the LGBTQAI+ community, as well as possible backlash for advocating the inclusion of the content in the teaching of World War I. This research speaks to the problem of pushing beyond developing safe spaces in schools for the LGBTQAI+ community and fully including the narratives of the queer community into typical social studies content, like the teaching of World War I. This project also speaks to the need to more robustly prepare social studies teachers and others to teach content like an inclusive unit on World War I. Teacher education needs to continue to support pre-service teachers’ expansion of content knowledge and continued examination of how to authentically and more inclusively teach social studies content.</p>

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“Wait…They were Gay?”: Reckoning with Authenticity in the Teaching of WWI

  • 期刊论文

  • 发表日期：

    2026年4月4日

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  • Brian Gibbs

摘要

This study examines pre-service social studies teachers’ reaction to how or whether they would include the narratives of the private lives of queer soldier poets in an instructional unit focused on World War I. This was a qualitative case study that centered the voices and perspectives of pre-service social studies teachers in an urban education teacher education program. Data included two Socratic Seminar style discussions, the first on World War I war poetry and the second on selections of Michael Korda’s text Muses of Fire. Data also included two focus group interviews, the first focused on a discussion of how or if participants might use the private lives in a unit of instruction, and the second focused on sharing unit outlines each participant had created and an attempt to collectively create an instructional unit. Participants were also individually interviewed, and unit plans and an essay of explanation were also used as data for this study. Participants gained content knowledge on the lives and experiences of queer soldier poets of World War I. While there was general agreement on the importance of the content knowledge, participants struggled to agree on a pedagogical approach or approach to organizing the content. The pre-service teachers also struggled with the possible or perceived consequences of including the material. These included teaching the content poorly and re-emphasizing perceived stereotypes of the LGBTQAI+ community, as well as possible backlash for advocating the inclusion of the content in the teaching of World War I. This research speaks to the problem of pushing beyond developing safe spaces in schools for the LGBTQAI+ community and fully including the narratives of the queer community into typical social studies content, like the teaching of World War I. This project also speaks to the need to more robustly prepare social studies teachers and others to teach content like an inclusive unit on World War I. Teacher education needs to continue to support pre-service teachers’ expansion of content knowledge and continued examination of how to authentically and more inclusively teach social studies content.