Chapter 2: Examining Gender Issues: Social Studies Curricula, Teacher Education Programs, and Perceptions of Preservice Social Studies Teachers

Individuals acquire the cultural values and social norms of the society in which they live from very early ages. Men and women are born as individuals with their own characteristics. However, when they begin to live in a society, they are faced with expected roles (Gunel, Pehlivan, & Eryilmaz, 2016). They are subsequently expected to perform these roles (Ersoy, 2009; Günay & Bener, 2011; Moya, Expósito, & Ruiz, 2000). Inequalities, which are derived from learned social roles and norms, influence life choices and the worldview of an individual (Seçgin & Kurnaz, 2015).

Throughout research it can be said that studies focus on gender issues and definitions about gender are usually the subject of feminist and queer research (Scantlebury, 2014; Sever, 2015). Feminist research mainly explains gender roles based on fixed male and female identities in a hierarchical sense. On the other hand, the queer theory, which was introduced by Judith Butler (1990) criticizes the feminist thought and believes that the way that feminist research addresses gender marginalizes other identities. Therefore, queer theory (Egbatan & Sahin, n.d.) recognizes and emphasizes “the plural, fluid, and hybrid character of identity” (Palazzani, 2012, p. 40) rather than relying upon European dominated terms and notions based on identity.