Teachers' Representations of Genders and Sexualities in Primary School: The Power of Curriculum and an Institutional Ideological Code

Autor/inn/en	van Leent, Lisa; Spina, Nerida
Titel	Teachers' Representations of Genders and Sexualities in Primary School: The Power of Curriculum and an Institutional Ideological Code
Quelle	In: Australian Educational Researcher, 50 (2023) 3, S.683-700 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Leent, Lisa) ORCID (Spina, Nerida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00515-6
Schlagwörter	Teaching Methods; Elementary School Teachers; Sexual Identity; Gender Differences; National Curriculum; Diversity; Sexual Orientation; Ethnography; Decision Making; Instructional Materials; Educational Policy; Ideology; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechtsidentität; Sexuelle Identität; Geschlechterkonflikt; Sexuelle Orientierung; Ethnografie; Decision-making; Entscheidungsfindung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Politics of education; Bildungspolitik; Ideologie; Ausland; Australien
Abstract	Texts such as curriculum and policy documents work in complex ways to coordinate teachers' work and approaches to diverse genders and sexualities. Although it might be assumed that official, mandated curricula determine teachers' curriculum choices, little is known about the extent of textual influences on how teachers represent genders and sexualities in primary schooling. This institutional ethnographic study investigated how the Australian national curriculum coordinated teachers' curriculum decisions in one Australian primary school. Drawing on the work of Dorothy E. Smith, we found that teachers and school leaders use "multiple" institutional texts to guide curriculum choices. Although diverse genders and sexualities are visible in the Australian Curriculum (minimally so), we found curriculum and related policy texts were shaped by an ideological code that conceals diverse sexualities and genders. We argue that dominant hetero-cis-normative practices embedded in chains of texts remain powerful, shaping representations of genders and sexualities in primary schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01