The No Outsiders team, a collaboration of primary education practitioners and university researchers, has taken groundbreaking steps in addressing lesbian, gay, bisexual and transgender equality in primary schools. This book continues Trentham's commitment to challenging homophobia and heterosexism in and through education and follows Atkinson and DePalma's account of sexualities equality in children's worlds in school and beyond: Invisible Boundaries - addressing sexualities equality in children's world. In "Interrogating Normativity" they and their colleagues from the ESRC-funded No Outsiders research team explore and analyse central issues which permeate the team's challenge to gender conformity through primary education. The need for primary teachers and other professionals working with children to address equality in relation to sexual orientation and gender expression is becoming increasingly urgent in the light of recent changes in UK legislation. The Civil Partnership Act (2006), the Equality Act (2007) and new legislative requirements for ensuring the active promotion of child wellbeing, gender equality and community cohesion all place demands on schools and support services which they are ill-equipped to meet. This book fills a gap by examining how we might go about addressing these demands. "Interrogating Heteronormativity in Primary Schools" brings together the wide-ranging expertise of the project's large research team, plus a chapter by Susan Talburt. It explores key themes related to the project's work: silence and speaking out; faith and culture; leadership and role-modelling; personal and emotional investment; gay rights/liberal humanist and queer perspectives; safety and risk-taking; the possibility of a queer pedagogy; and intersections between queer theory and practice. This academic companion to the team's practice-focused book drawing on the project teachers' classroom work, "Undoing Homophobia in Primary Schools", will be essential reading for all those in primary education who are concerned to challenge this last bastion of inequality, as well as for students and researchers in sociology, cultural studies, queer studies and related fields where the underlying discourses shaping heteronormativity and gender conformity require urgent analysis in the move towards a fairer society.
This book is a celebration of recognition, affirmation and inclusion. Primary teachers tell the story of how they have challenged the taken-for-granted norms and silences in primary schools around sexual orientation and gender expression. Through their accounts of practice, reflections and interpretations, vignettes and images, the teachers describe how they have challenged this non-addressed area of inclusion across England, from a tiny village church school to urban and suburban settings. Working within and beyond the curriculum, teachers have broken boundaries in primary practice for sexualities in a struggle for greater equality.
This book presents an exploration of heteronormative discursive practices in the English countryside. A lesbian teacher describes her experiences in the rural school community in which she lived and worked. She prospered at the village school for almost ten years by censoring her sexuality and carefully managing the intersection between her private and professional identities. However, when a critical incident led to the exposure of her sexuality at school, she learned the extent to which the rural school community privileged and protected the heteronormative discourse. An autoethnographic method of inquiry provides intimate insight which is supported by external data, including email and text message correspondence. As the critical incident eventually became a police matter, police records and evidence from the UK Crown Prosecution Service were sought for use in the research. However, the collection of these data proved problematic, providing an unexpected development in the research and offering additional insight into the nature of rural life. This research offers a vivid insider perspective on the experiences of a lesbian teacher in a rural school community. It examines the incompatibility of private and professional identities, investigates the moral panic that surrounds teacher sexuality in schools and considers the impact of homophobic and heteronormative discursive practices on health, wellbeing and identity. Crucially, this research offers compelling insight into the steps that those in positions of power will take to protect and perpetuate the heteronormative discourse of rural life.
Very few PreK-12 teachers are adequately trained to address the gender identity and sexual identity of their students in a developmentally-appropriate and pedagogically-sound manner. Yet responsible adults -- parents, educators, pre-service teachers, coaches, religious instructors, camp administrators and school counselors -- must help children navigate the inherently diverse, increasingly complex world of gender and sexuality in the 21st Century. From the Dress-Up Corner to the Senior Prom is a practical, forward thinking resource for anyone involved in educating children and adolescents. Jennifer Bryan takes readers into classrooms, administrative meetings, recess, parent conferences, and the annual pep rally to witness the daily manifestations of Gender and Sexuality Diversity at school. She provides a coherent framework for understanding what readers "see," and invites them to use a contemporary, heart/mind perspective as they consider the true developmental needs of all elementary, middle, and high school students. The book features thoughtful questions, models of dialogue, accessible lesson plans, and many pedagogical strategies. At the heart of this book, though, are the evocative stories from teachers, students, and parents that Bryan has listened to over the span of her career, providing a personal reality to complement the explorations of this comprehensive work.
Pleasure and desire have been important components of the vision for sexuality education for over 20 years. This book argues that there has been a lack of scrutiny over the political motivations that underpin research supportive of pleasure and desire within comprehensive sexuality education. In this volume, key researchers in the field consider how discourses related to pleasure and desire have been taken up internationally. They argue that sexuality education is clearly shaped by specific cultural and political contexts, and examine how these contexts have shaped the development of pleasure’s inclusion in such programs. Via such discussions, this volume incites a re-configuration of thought regarding sexuality education’s approach to pleasure and desire.
This far-reaching and contemporary new Encyclopedia examines and explores the lives and experiences of Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ) individuals, focusing on the contexts and forces that shape their lives. The work focuses on LGBTQ issues and identity primarily through the lenses of psychology, human development and sociology, emphasizing queer, feminist and ecological perspectives on the topic, and addresses questions such as: · What are the key theories used to understand variations in sexual orientation and gender identity? · How do Gay-Straight Alliances (GSA) affect LGBTQ youth? · How do LGBTQ people experience the transition to parenthood? · How does sexual orientation intersect with other key social locations, such as race, to shape experience and identity? · What are the effects of marriage equality on sexual minority individuals and couples? Top researchers and clinicians contribute to the 400 signed entries, from fields such as: · Psychology · Human Development · Gender/Queer Studies · Sexuality Studies · Social Work · Sociology The SAGE Encyclopedia of LGBTQ Studies is an essential resource for researchers interested in an interdisciplinary perspective on LGBTQ lives and issues.
The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in both primary and secondary settings. For this new edition Andrew Pollard has worked with the same core author team to bring you expert guidance from top practitioners, in the form of a text that is both cohesive and that continues to evolve to meet the needs of today's teachers. It is designed for trainees whether in universities or schools (such as School Direct, SCITT). Reflective Teaching in Schools uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - 10 Lesson Study cases illustrate the impact this approach can have on classroom teaching, whether in a city Primary School or rural Secondary Academy - 10 Toolkit Evidence summaries based on the Sutton Trust-EEF Teaching and Learning Toolkit cover topics like collaborative learning - New Reflective Activities and guidance on Key Readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support. It now includes a new chapter on mentoring, a glossary to help decipher the difference between IEP and LAP, and much more.
Children's experiences of lesbian, gay, bisexual and transgender identities in their families, communities, personal lives and schools were explored by researchers, practitioners, interest groups, policy makers and young people in this exciting and innovative project. They came together over 18 months until May 2007 and this book tells the stories that emerged. The narrative and analysis opens a new arena for those working with children and presents: new ways of conceptualising and overcoming homophobia and transphobia in educational settings; ideas about how to translate policy supporting sexualities equality into the experiences of children and their families; the voices of young LGBT people speaking about their experiences of childhood; fresh insights for people who work with children and may not have considered the importance and implications of sexualities equality for children's lives; and, a vital contribution to building a fairer society.The contributors include Mark Jennett, author of "Stand up for us", the British government guidelines on challenging homophobia in schools; Stephen Whittle, trans activist and professor of equalities law; members of Lesbian and Gay Youth Manchester; members of the No Outsiders research team challenging homophobia in primary schools; Sue Sanders, co-chair of Schools Out and teacher David Watkins. This is an important book for anyone living or working with children: parents, teachers, community workers, voluntary workers, and all those brought under the broad scope of children's services across the UK, and equivalent services elsewhere. It brings together the voices of people from many sectors who realise the urgency of addressing issues of sexualities equality as early as possible in young children's lives.
Author: Michael Jonathan Reiss
Publisher: Trentham Books Limited
Release Date: 2007
This collection brings together analyses from educational contexts around the world of the ways in which notions of identity and difference, belonging and exclusion are constructed within and beyond the context of education. Three key themes link the chapters in this book - current policy and practice in education and educational research - educational imperialism and its legacy - cultures and sub-cultures within and beyond educational contexts. The contributors are the editors Stephen Ball, Renee DePalma, Stephen Dobson, David Gough, Ruby Greene, Jennifer Lavia, Ahmad Nazari, Carrie Paechter, John Storey, Takako Takano, Maddalena Taras and Deborah Youdell. This book is for academics, for students working at masters level and above, and for educational professionals and policy makers. It will interest scholars working in education, sociology, cultural studies and sociolinguistics or doing interdisciplinary work.
Dieses Buch der australischen Literaturwissenschaftlerin Annamarie Jagose bietet eine knappe und leicht verständliche Einführung in Queer Theory und gilt im englischsprachigen Raum als Standartwerk. Die deutsche Ausgabe wird um die jüngsten Entwicklungen auf diesenm Gebiet ergänzt. Weitere Titel zum Thema sind die Aufsatzbände: Sabine Hark (Hrsg.) Grenzen lesbischer Identitäten und quaestio (Hrsg.) Queering Demokratie, Sexuelle Politiken.