Análisis de la normativa estatal española y autonómica andaluza en lo referido al colectivo LGTBI en el marco educativo

Andújar, Alejandro Granero; Díaz, José Ramón Márquez

doi:10.15359/ree.26-3.29

Cited by 2 publications

References 3 publications

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Absence of Transgender Identities in Primary Education Teachers’ Training and Its Implications in the Classroom: A Phenomenological Study

Sánchez Torrejón,

Granero Andújar,

Esteban Mora

2023

Education Sciences

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The main objective of this article is to acquire in-depth knowledge of the training primary education teachers receive regarding transgender identities, as well as the resulting consequences in school realities. A phenomenological qualitative research approach was used to accomplish this purpose. The data were collected using a semi-structured interview technique. The participants were 38 primary education teachers from different public schools in the province of Cádiz, Spain. They acted as key informants, allowing us to gain knowledge, understanding, and meaning regarding our object of study. Among the results obtained, the absence of transgender identities in pre-service and in-service teacher training is observed. As a result, a severe lack of knowledge and confusion about the subject, as well as discriminatory values, are perceived in teachers. The need for transgender identities to be present in initial and continuous teacher training is stressed in order to see to the social and educational needs of transgender students in primary education and avoid reproducing the invisibility of transgender identities and the transmission of inegalitarian values.

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Absence of Transgender Identities in Primary Education Teachers’ Training and Its Implications in the Classroom: A Phenomenological Study

Sánchez Torrejón,

Granero Andújar,

Esteban Mora

2023

Education Sciences

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Theoretical Approach to the Concept of Modern Homonegativity

Garrido,

Márquez Díaz

2024

Comprehensive Sexuality Education for Gender-Based Violence Prevention

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The aim of this chapter is twofold. On the one hand, to analyze the concept of homonegativity, and its main manifestations, as well as its relationship with other factors such as sexist attitudes. On the other hand, it aims to collect pedagogical strategies that can be used by teachers to promote educational spaces free of discrimination and respectful of affective-sexual diversity. A theoretical model is presented that analyses homonegativity and manifestations which, following a parallel path to other phenomena such as sexist attitudes, include more subtle and modern aspects that characterize modern homonegativity. There are also certain socio-demographic and ideological variables that influence the display of these behaviors by teachers. A number of strategies for the promotion of positive attitudes in the educational environment in relation to affective-sexual diversity are selected. The conclusions point to the need to offer specific training to teachers in order to provide them with resources and skills to promote inclusive educational spaces.

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Análisis de la normativa estatal española y autonómica andaluza en lo referido al colectivo LGTBI en el marco educativo

Cited by 2 publications

References 3 publications

Absence of Transgender Identities in Primary Education Teachers’ Training and Its Implications in the Classroom: A Phenomenological Study

Absence of Transgender Identities in Primary Education Teachers’ Training and Its Implications in the Classroom: A Phenomenological Study

Theoretical Approach to the Concept of Modern Homonegativity

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