Beyond ‘safety’: teachers and school staff approaches to LGBTI-inclusion in Tasmanian schools

Grant, Ruby; Beasy, Kim; Emery, Sherridan; Coleman, Bianca

doi:10.1080/13603116.2018.1555866

Cited by 10 publications

(3 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Gelpi (2021) centra su investigación en analizar las relaciones cotidianas de un estudiante LGBTI+ en la escuela, la cual se relaciona con la abordada por Tinoco et al (2021), quienes analizan las percepciones de estudiantes LGBTQIA+ sobre la diversidad sexual y de género. Así mismo, Ferfolja y Ullman (2021) y Grant et al (2021) buscan generar enfoques y pedagogías inclusivas en la comunidad educativa. Por otro lado, Lewis y Eckes (2020) y Omercajic y Martino (2020) realizan un análisis crítico y de apoyo a las políticas inclusivas transgénero.…”

Section: Publicaciones Científicas Relevantes Relacionadas Con La Var...unclassified

“…Respecto a la literatura científica, las tendencias actuales sobre la inclusión orientan hacia enfoques relacionados con los prejuicios, estigmas y estereotipos de la sociedad (Tinoco et al, 2021;Ortiz et al, 2021;Glikman y Elkayam, 2019). Los avances en materia de legislación, políticas educativas y leyes (Troshynski y Bejinariu, 2021;Lewis y Eckes, 2020), la afectación del clima escolar por situaciones de diversidad sexual (Gwayi et al, 2021;Grant et al, 2021;Gower et al, 2018), la falta de enfoques administrativos y pedagógicos (Martino et al, 2020;Luecke, 2018;Jain, 2018) y, finalmente, la escasa preparación del profesorado en inclusión de estudiantes con características sexuales diversas (Torrejón, 2021;Rhodes y Byrne, 2021).…”

Section: Introductionunclassified

See 1 more Smart Citation

Análisis bibliométrico de la inclusión educativa de estudiantes sexualmente diversos en las instituciones de secundaria

Perez Rubiano,

Fuentes Doria

2023

PDR

View full text Add to dashboard Cite

La integración de estudiantes sexualmente diversos en las aulas de clase y la implementación de currículos inclusivos que den respuestas a las exigencias educativas de un alumnado heterogéneo es fundamental para poder hablar de inclusión educativa. El presente artículo de revisión tiene como objetivo identificar los estudios que se vienen realizando alrededor de la inclusión educativa de estudiantes LGBTI+. La metodología corresponde a un estudio bibliométrico retrospectivo, cuantitativo y descriptivo; los documentos fueron seleccionados a partir de la ecuación de búsqueda TITLE-ABS-KEY (“student inclusion” or “inclusion sexually diverse students in schools” or “students LGBTI in the schools” or “sexual diversity in schools and colleges”), donde los términos podían estar presentes en el título, resúmenes y palabras claves de los documentos publicados. Los resultados reportan 112 documentos de los cuales solo 77 se asociaban a la temática de interés de esta investigación, las investigaciones se ubican entre los años 2001 y 2021, evidenciándose que es desde el 2018 donde se intensifican los estudios que vinculan la variable, de manera que entre el 2018 y el 2021 se divulgan 56 documentos que son el 72,7 % del total registrado. Tras el análisis se considera fundamental involucrar activamente al docente, comprometiendo su quehacer pedagógico e incluyendo estrategias metodológicas y didácticas que permitan eliminar la discriminación en las aulas de clase.

show abstract

Section: Publicaciones Científicas Relevantes Relacionadas Con La Var...unclassified

Section: Introductionunclassified

Análisis bibliométrico de la inclusión educativa de estudiantes sexualmente diversos en las instituciones de secundaria

Perez Rubiano,

Fuentes Doria

2023

PDR

View full text Add to dashboard Cite

show abstract

“…However, we want to acknowledge that schools have long been associated with the reproduction of inequalities and injustices in society, not just as a result of contemporary neoliberal politics. They have been seen to work to embed class injustice (Apple, 1982;Bowles & Gintis, 1976;Willis, 1984), to reinscribe gender inequalities (Elwood, 2016), to maintain white privilege (Vass, 2016) and to discriminate against gender diverse students and teachers (Grant et al, 2021). Ironically, Fraser (2019) would argue that it was through attempts to address many such injustices that enabled neoliberal politics take root in the current policy environment.…”

Section: A Potted Historical Summary Of the Current Contextmentioning

confidence: 99%

Towards an understanding of curricular justice and democratic schooling

Mills

Riddle

McGregor

et al. 2021

Journal of Educational Administration and History

View full text Add to dashboard Cite

Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the globe, including Australia, are growing inequality and increasing disparity between students who have access to educational opportunities and outcomes, and those who do not. We take Connell's claimsmade in Schools and Social Justice, published in 1993-of the centrality of social justice in schooling and consider its relevance nearly 30 years later. In particular, we argue that curricular justice must sit at the heart of schooling that fosters democratic participation and meaningful opportunities for civic participation and belonging within society.The issue of social justice is not an add-on. It is fundamental to what good education is about. (Connell, 1993, p. 15

show abstract

Supporting the inclusion of gender and sexuality diversity in schools: Auditing Australian education departmental policies

Ullman,

Manlik,

Ferfolja

2024

Aust. Educ. Res.

View full text Add to dashboard Cite

While school policies are not a panacea, gender and sexuality diversity-inclusive policies have the potential to relieve educators’ concerns about what they are ‘allowed’ to engage with in respect to GSD inclusivity and to guide their proactive efforts to support gender and sexuality diverse (GSD) students. Unfortunately, policies enabling educators’ proactive, positive support for GSD students are far from systematised in schools across Australia’s eight states and territories. This paper presents an audit of publicly available policy guidance for educators in Australia’s government schools, analysing these against an original evaluative set of best-practice criteria developed from research recommendations from the field of GSD-inclusivity in K-12 schools. Analyses for each state/territory are provided. Results from this audit highlight the unevenness in articulated policy support available to Australian educators and illustrate the criticality of developing Australian federal policy mandates with respect to GSD inclusivity and professional development for educators, including both articulated expectations for the creation/maintenance of a safe and affirming environment as well as pragmatic support for how to create school cultural change.

show abstract

Beyond ‘safety’: teachers and school staff approaches to LGBTI-inclusion in Tasmanian schools

Abstract: Sherridan Emery is a PhD candidate and a researcher across school and communitybased wellbeing research studies in Tasmania and Victoria. Her doctoral project explores educators' perspectives of cultural wellbeing in classroom communities.

Cited by 10 publications

References 34 publications

Análisis bibliométrico de la inclusión educativa de estudiantes sexualmente diversos en las instituciones de secundaria

Análisis bibliométrico de la inclusión educativa de estudiantes sexualmente diversos en las instituciones de secundaria

Towards an understanding of curricular justice and democratic schooling

Supporting the inclusion of gender and sexuality diversity in schools: Auditing Australian education departmental policies

Contact Info

Product

Resources

About