Developing Resources to Address Homophobic and Transphobic Bullying: A Framework Incorporating Co-Design, Critical Pedagogies, and Bullying Research

Autor/in	Fenaughty, John
Titel	Developing Resources to Address Homophobic and Transphobic Bullying: A Framework Incorporating Co-Design, Critical Pedagogies, and Bullying Research
Quelle	In: Sex Education: Sexuality, Society and Learning, 19 (2019) 6, S.627-643 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2019.1579707
Schlagwörter	LGBTQ People; Social Bias; Violence; Bullying; Educational Environment; School Culture; Social Attitudes; Prevention; Curriculum; Teaching Methods; Social Justice; Empathy; Consciousness Raising; Discussion (Teaching Technique); Power Structure; Program Development; Curriculum Development + Suchen Sie Ihr Suchwort? Gewalt; Mobbing; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Social attidude; Soziale Einstellung; Prävention; Vorbeugung; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Empathie; Bewusstseinsbildung; Programmplanung; Curriculum; Development; Curriculumentwicklung; Entwicklung
Abstract	In 2016, UNESCO developed recommendations to address homophobic and transphobic violence and bullying, including guidance for the development of classroom resources. According to UNESCO, the effectiveness of interventions depends on inclusive, if not affirming, representations of sexual and gender diversity in learning materials, as well as age-appropriate, culturally sensitive, evidenced-based resources. UNESCO advocates that such resources be produced in partnerships with key stakeholders, including civil society and youth and student organisations. The high-level scope of the document however limits detail on how these elements may practically be realised. The purpose of this article is to critique and build on this guidance to extend its scope and offer further recommendations to achieve the changes it seeks. The article begins by integrating key concepts from the bullying research literature with pedagogical theory to offer a theoretical framework to support the 'evidenced-based' approach it advocates. Next, with reference to a case-study, the guidelines are reconceptualised and appended to form an eight-step process to guide resource design and production. The article concludes by noting the central importance of robust consultation and collaboration alongside a strong pedagogical theoretical framework as key foundations for successful classroom resource interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01