Literaturnachweis - Detailanzeige
| Autor/in | Ullman, Jacqueline |
|---|---|
| Titel | Breaking out of the (Anti)Bullying 'Box': NYC Educators Discuss Trans/Gender Diversity-Inclusive Policies and Curriculum |
| Quelle | In: Sex Education: Sexuality, Society and Learning, 18 (2018) 5, S.495-510 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ullman, Jacqueline) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1468-1811 |
| DOI | 10.1080/14681811.2018.1431881 |
| Schlagwörter | Bullying; Student Diversity; School Policy; Inclusion; Sexual Orientation; Sexual Identity; Homosexuality; Attitude Measures; Teacher Attitudes; School Culture; School Personnel; Elementary Schools; Middle Schools; High Schools; Administrator Attitudes; New York (New York) |
| Abstract | New York City (NYC) is considered to be one of the world's most progressive cities and gender and sexuality diversity (GSD)-inclusive education departmental policies appear to reflect these values. However, even within such a context, NYC educators report challenges in their work to meet the needs of trans/gender-diverse students and the visibility of trans/gender diversity more generally within their pre-K-12 school communities. This paper reports on interview data from 31 school staff members from nine public and independent schools located in the NYC metro region, with a specific focus on their framing of inclusivity and bullying, and reported support of trans/gender-diverse students. Based on educators' representations of their schools, the nine schooling environments fell into two broad clusters: (1) those framing trans/gender inclusivity as an anti-bullying initiative and working at the minimum policy requirements, and (2) those working beyond bullying discourses and policy frameworks to conceptualise trans/gender inclusivity as integral to the school's mission and as offering clear whole-community benefit. Findings support the constraints of bullying discourse on even supportive educators' curricular 'translation' of GSD-inclusive policies, reinforcing the need for relevant policy reframing and targeted of professional development opportunities, particularly for school leaders. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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