Literaturnachweis - Detailanzeige
| Autor/in | Journell, Wayne |
|---|---|
| Titel | Framing Controversial Identity Issues in Schools: The Case of HB2, Bathroom Equity, and Transgender Students |
| Quelle | In: Equity & Excellence in Education, 50 (2017) 4, S.339-354 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1066-5684 |
| DOI | 10.1080/10665684.2017.1393640 |
| Schlagwörter | Sexual Identity; State Legislation; Student Rights; Politics of Education; Barriers; Sanitary Facilities; Bullying; Aggression; Civil Rights; Political Issues; Decision Making; Teacher Attitudes; School Safety; North Carolina |
| Abstract | This article explores how teachers might address controversial identity issues in their classrooms, using the 2016 North Carolina House Bill 2 that raised the issue of transgender bathroom rights to the forefront of societal discourse as an example. I analyze the issue using the three most commonly cited criteria for determining the openness of controversial issues: "epistemic," "political," and "politically authentic." I then discuss the challenges teachers face when confronted with issues that are epistemically settled but publicly open and implicate students' identities. I conclude by arguing that in those cases in which there exists a clear empirical justification for teaching a controversial identity issue as settled, doing so may be prudent even if it limits democratic discourse or presents an inherent risk for teachers. (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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