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Directors of Gender, Sexuality, and Women's Studies and Professor of Teacher Education at Montclair State University
Monica Taylor is the Director of Gender, Sexuality, and Women’s Studies, a professor in the Department of Educational Foundations, as well as in the teacher education and teacher development doctoral program at Montclair State University. Emily J. Klein is a professor at Montclair State University in the Department of Teaching and Learning, the PhD program in Teaching and Teacher Education, and the Department of Gender, Sexuality, and Women’s Studies. Read More >
Monica Taylor is the academic co-editor of The Educational Forum. She writes about feminist pedagogy, self-study, LGBTQ+ inclusive practices, teaching for social justice, and teacher leadership. She has written three books—Our Bodies Tell the Stories: Using Feminist Research and Friendship to Reimagine Education and Our Lives with Myers Education Press in 2023, Playhouse: Optimistic Stories of Real Hope for Families With Little Children, published by Garn Press in 2017, and A Year in the Life of a Third Space Urban Teacher Residency: Using Inquiry to Reinvent Teacher Education, published by Sense Publishers in 2015—and edited Whole Language Teaching, Whole Hearted Practice: Looking Back, Looking Ahead, published by Peter Lang in 2007; Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices, published by Sense Publishers in 2014; and The 2nd International Handbook of Self-Study of Teaching and Teacher Education Practices, published by Springer in 2020. She is co–principal investigator of the WIPRO Science Education Fellows grant that supports science teacher leaders in five districts in New Jersey. She serves on the board of Planned Parenthood of Metro NJ and volunteers as an advocate for asylum seekers and voter protection. Her commitments to fighting sexism, heteronormativity, and racism manifest in all aspects of her life.
Emily J. Klein is the academic co-editor of The Educational Forum, the journal of Kappa Delta Pi, and co-PI on the WIPRO Science Education Fellows grant that supports science teacher leadership in five districts in New Jersey. The author of several articles on teacher professional learning, teacher leadership, and urban teacher residencies, she is the author of three books, Our Bodies Tell the Story: Using Feminist Research and Friendship to Reimagine Education and Our Lives; Going to Scale with New School Designs: Reinventing High School and A Year in the Life of an Urban Teacher Residency: Using Inquiry to Reinvent Math and Science Education. Read Less ^
Drs. Klein and Taylor describe the ways in which teachers can create early childhood classrooms that welcome all children and invite appropriate scaffolded conversations about gender and sexuality.
Drs. Klein and Taylor provide critical literacy strategies and potential texts for elementary teachers to use to examine sexism, misogyny, and homophobia with their students.
Drs. Klein and Taylor offer insight into some of the challenges girls face in middle and high school classrooms around the need to be perfect, fear of making mistakes or failing, and peer pressure. They offer teaching strategies that encourage autonomy, independent meaning-making, and authentic engagement for adolescent students.
Drs. Klein and Taylor give participants practical information about gender identity, sexual orientation, and pronoun usage, as well as ways we ALL can be supportive teachers alongside our LGBTQ+ loved ones and community members.
Drs. Klein and Taylor describe what it means to embrace being sex positive, an attitude toward human sexuality where all consensual sexual activities, including LGBTQ+ activities, are considered healthy and pleasurable.
Drs. Klein and Taylor invite adolescents/college students to consider how to develop sexual agency, where they reject gendered and sexual scripts, and develop autonomy for sexual decisions.
Drs. Klein and Taylor acknowledge that now more than ever (with the pandemic, the mental illness epidemic, and the increase in school shootings) the experiences of trauma are often common for both teachers and students alike. Klein and Taylor provide some ways for teachers to address experiences of trauma in the classroom including relationship building with teachers and students, bringing emotions into the classroom, and finding ways to connect through empathy.
Drs. Klein and Taylor offer teachers/educators ways to facilitate embodied learning in the classroom through simple techniques like a body check, breathing, meditation, to using theater and movement techniques to make meaning of the world.
Drs. Klein and Taylor raise awareness about the ways in which society perpetuates negative stereotypes and discrimination toward people with higher body weight. They suggest strategies to combat fatphobia.
Drs. Klein and Taylor point out the ways in which aging bodies are positioned in society as disabled or less than. They discuss the complexities of women’s aging bodies and potential ways to invite and support those who are aging.
Drs. Klein and Taylor highlight the perpetual expectation of likeability of women in professional settings. They describe strategies for women to use in the workplace that balance authority and likeability.
Drs. Klein and Taylor describe how women professionals juggle their careers and motherhood. They offer insights to the complexities of this balance and the possibilities of women supporting one another.
Drawing from their own collaboration, Drs. Klein and Taylor share the ways in which they have learned to work together, share responsibilities, and support one another professionally and emotionally.
Drs. Klein and Taylor describe their use of co/autoethnography to write their book, highlighting how they share their stories, feelings, and experiences with one another in ways that provide new insights and meaning.
Drs. Klein and Taylor offer powerful ways to live a feminist life day to day at both the micro and macro levels.
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