Literaturnachweis - Detailanzeige
| Autor/in | Hobbs, Elizabeth |
|---|---|
| Titel | Transgender Perspectives in the Biology Classroom |
| Quelle | In: Science Teacher, 87 (2020) 7, S.22-25 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8555 |
| Schlagwörter | LGBTQ People; High School Teachers; Secondary School Science; Biology; Social Justice; Hidden Curriculum; Sexual Identity; Gender Issues; Stereotypes; Minority Group Students; Classroom Techniques |
| Abstract | When the author's spouse identified as female (they had been assigned male at birth), she did not consider how it would change her practice as a high school biology teacher. However, her spouse's entrance into the Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) community has significantly changed her teaching approach. This article tells the story as a relatable experience and provides classroom practices to help teachers interact with trans students in a socially just way. (ERIC). |
| Anmerkungen | National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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