‘Other spaces’ for lesbian, gay, bisexual, transgendered and questioning (LGBTQ) students: positioning LGBTQ-affirming schools as sites of resistance within inclusive education

Hope, Max A.; Hall, Joseph J.

doi:10.1080/01425692.2018.1500273

Cited by 5 publications

(1 citation statement)

References 47 publications

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“…Other school spaces have been considered using this lens, with Ingrey identifying the heterotopic school washroom as a space to 'invert, clarify, and illuminate' gendered relations (2013, 1) and Kjaran (2017) discussing a 'heterotopic queering' of spaces in school for LGBTQ students to destabilise areas of dominant heterosexual space, creating a safer 'counter-space' . Additionally, Hope and Hall (2018) describe the heterotopic potential of LGBTQ-affirming schools as a form of resistance. The concept has also been used in studies with educational practitioners.…”

Section: Theoretical Lens: Heterotopiamentioning

confidence: 99%

Classroom as heterotopia: English lessons as a space to problematise war

Liddle

2021

British Journal of Sociology of Education

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The incorporation of peace and war into the curriculum poses problems to teachers, especially in an examination-focussed school system. Whilst recent research concerning conflict has considered conflict-resolution within schools, and difficulties teachers face teaching about terrorism, little has been written on teaching 21 st century war without the high-profile deployment of UK troops. In this article, I examine how peace and war are taught in an English school. After identifying the school's overall war-focussed discourse, I focus on the practices of an ex-services English teacher and his techniques to debate, discuss, and ultimately problematise war creating a space akin to Foucault's heterotopia. I argue this 'other space' allowed him to develop his practice and there is evidence of the heterotopia 'leaking' further afield. I suggest that although there are limitations to the classroom-as-heterotopia, it can nevertheless provide a space for practitioners to disrupt the wider discourse within their schools.

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Section: Theoretical Lens: Heterotopiamentioning

confidence: 99%