English Classrooms and Curricular Justice for the Recognition of LGBT Individuals: What Can Teachers Do?

Pearce, Jane; Cumming-Potvin, W.

doi:10.14221/ajte.2017v42n9.5

Cited by 8 publications

(5 citation statements)

References 23 publications

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“…LGBTQ youth mentioned the need to observe school staff acting and having a presence explicitly taking a stance against bigotry, emphasizing the importance of behavioural management to establish a safe classroom space [10,[69][70][71]84].…”

Section: High Level Of Within-school Adult Support Results In Positiv...mentioning

confidence: 99%

“…Teachers who incorporated LGBTQ material into their curriculum allowed youth to identify teachers as possible safe adults to discuss sensitive concerns (e.g., LGBTQ-related concerns, coming out). Teachers also agreed on the importance of weaving social justice topics in the curriculum to model critical literacy and to create an inclusive curriculum, benefitting all students [84].…”

Section: Lgbtq-inclusive Curriculum Fostering Authenticity With Stude...mentioning

confidence: 99%

“…Though LGBTQ-inclusive curricula can be a pillar of social support for LGBTQ youth, teachers often miss teachable moments conducive to inclusive curriculum [70,103]. Teachers mentioned difficulty fostering an inclusive curriculum due to rigid curriculum, high stakes testing, and parental resistance [84], requiring the administration to provide the support needed for teachers to change the curriculum [69]. Note that the barriers may be contextual as high-stakes testing does not occur in all school contexts and curricula may be externally constructed in relation to the geographical context of the school environment.…”

Section: Teachers Need To Feel Supported To Teach Effective Lgbtq-inc...mentioning

confidence: 99%

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Social support in schools and related outcomes for LGBTQ youth: a scoping review

et al. 2022

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Recent research has increasingly focused on positive factors and supports for LGBTQ youth. This scoping review explores existing social support for LGBTQ youth in schools through the Ecological Systems Theory to respond to the following four objectives: (1) define social support systems in schools, (2) identify current research on outcomes for LGBTQ youth, (3) identify barriers to support LGBTQ youth in schools, and (4) identify areas for future research for LGBTQ youth and social support in schools. A systematic search (Arksey and O’Malley in Int J Soc Res Methodol 8(1):19–32, 2005) between 2007 through 2021 resulted in 94 articles. This review gave rise to an organizational framework to consolidate various systems of social support for LGBTQ youth in schools. Social support consisted of seven social support systems (family, curriculum, family, peers, school policies, GSAs and programs, and school climate) that are positively associated with the promotion of positive socioemotional, behavioural, and educational outcomes for LGBTQ youth. Though the literature has been clear surrounding the risks associated with LGBTQ youth, this scoping review provides a positive outlook on LGBTQ youth’s school experiences and how these systems of social support allow for LGBTQ youth to act as active participants to foster a positive school climate and sense of safety.

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Section: High Level Of Within-school Adult Support Results In Positiv...mentioning

confidence: 99%

Section: Lgbtq-inclusive Curriculum Fostering Authenticity With Stude...mentioning

confidence: 99%

Section: Teachers Need To Feel Supported To Teach Effective Lgbtq-inc...mentioning

confidence: 99%

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Social support in schools and related outcomes for LGBTQ youth: a scoping review

et al. 2022

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“…Educators interviewed and surveyed often stated that it was challenging to find available resources that used inclusive language and depicted diverse families (e.g., same-sex couples). Only few studies to date (e.g., Gegenfurtner & Gebhardt, 2017;Hermann-Wilmarth & Ryan, 2015;Pearce & Cumming-Potvin, 2017) have examined how LGBTQ-affirmative content can be infused into specific areas of the curriculum; two of the aforementioned studies focus on the language arts classroom, and none of them discuss specific strategies from the Catholic school perspective. Therefore, the present study highlights a gap in the literature with regard to how educators can infuse LGBTQ-affirmative content into a variety of school subjects, and with the added constrictions of Catholic school doctrine.…”

Section: Discussion Related To Barriers In Supporting Lgbtq Youthmentioning

confidence: 99%

Creating and Sustaining Safe and Inclusive Spaces for LGBTQ Youth: An Exploratory Investigation of the Role of Educational Professionals

Luceno,

Andrews,

Strong

2022

AJER

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Educators can play a critical role in buffering LGBTQ youth from potential victimization. As such, the present study explored the following questions: 1) What are the roles of educators (i.e., teachers, school administrators) with respect to promoting and creating safe and inclusive spaces for LGBTQ youth; 2) what unique contributions can educators make in nurturing those spaces; and, 3) what barriers do educators face in creating safe and inclusive spaces for LGBTQ youth? This study used a convergent parallel design mixed-methods approach. Descriptive statistics were gathered from survey results; the interview data was analyzed using thematic analysis in order to generate themes relevant to the research questions. Discussion focuses on the roles of educators and the barriers with respect to providing safe and inclusive spaces for LGBTQ youth. The paper concludes with empirical and practical implications of the study. Key words: LGBTQ, teachers, administrators, support, advocacy Les professionnels de l’éducation peuvent jouer un rôle essentiel en protégeant les jeunes LGBTQ d'une victimisation potentielle. Ainsi, la présente étude s'est penchée sur les questions suivantes : 1) Quels sont les rôles des professionnels de l’éducation (c'est-à-dire des enseignants et des administrateurs scolaires) en ce qui concerne la promotion et la création d'espaces sûrs et inclusifs pour les jeunes LGBTQ ? 2) Quelles contributions uniques les professionnels de l’éducation peuvent-ils apporter à la création de ces espaces ? 3) Quels obstacles les professionnels de l’éducation rencontrent-ils dans la création d'espaces sûrs et inclusifs pour les jeunes LGBTQ ? Cette étude a utilisé une approche mixte de méthodes convergentes et parallèles. Des statistiques descriptives ont été recueillies à partir des résultats de l'enquête ; les données des entretiens ont été analysées à l'aide d'une analyse thématique afin de générer des thèmes pertinents pour les questions de recherche. La discussion porte sur les rôles des professionnels de l’éducation et les obstacles à la création d'espaces sûrs et inclusifs pour les jeunes LGBTQ. L'article se termine en présentant les implications empiriques et pratiques de l'étude. Mots cles: LGBTQ, enseignants, administrateurs, soutien, plaidoyer

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“…LGBT people are empowered by international organizational policies such as USAID, UNDP that mobilize and assist their movements in the name of human rights. This strength coupled with the results of research by liberal intellectuals, in the name of their human rights, paid great attention to LGBT groups in terms of health (Davy et al, 2012), in terms of politics, law and policy (Soboleva & Bakhmetjev, 2015), as well as education (Pearce & Cumming-Potvin, 2017). In Indonesia, they also take the opportunity in the name of human rights to fight for their existence (Khanis, 2013).…”

Section: Introductionmentioning

confidence: 99%

LGBT in Student Knowledge and Attitudes: Value Education Perspective

Indrawadi

Moeis

Nurman

et al. 2021

j. pendidik. indonesia.

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Lesbian, Gay, Bisexual, and Transgender (LGBT) phenomena are one of the problems of the nation today. These problems become debatable among politicians, legal experts, and academicians. On the other hand, Pancasila Education is a personality development course that transforms the noble values of the nation has not been able to prevent the development of LGBT. Relating to the threats of LGBT, this study aims to develop an anti-LGBT values learning model that is integrated into the Pancasila Education. The initial stage of the study discusses the students’ knowledge and attitudes towards LGBT. A Likert scale questionnaire was employed to collect data; the sample of the study was chosen randomly from students taking the Pancasila Education course. The data were analyzed using SPSS version 20. The research findings indicated that students had sufficient knowledge about LGBT, and they had a firm attitude against LGBT. This finding suggests that most students still have a good practice of religious and traditional values to stay away from LGBT.

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English Classrooms and Curricular Justice for the Recognition of LGBT Individuals: What Can Teachers Do?

Cited by 8 publications

References 23 publications

Social support in schools and related outcomes for LGBTQ youth: a scoping review

Social support in schools and related outcomes for LGBTQ youth: a scoping review

Creating and Sustaining Safe and Inclusive Spaces for LGBTQ Youth: An Exploratory Investigation of the Role of Educational Professionals

LGBT in Student Knowledge and Attitudes: Value Education Perspective

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