English classrooms and curricular justice for the recognition of LGBT individuals : What can teachers do?

Discrimination against LGBT individuals remains widespread across Australia. Since schools continue to promote regimes of heterosexuality and cis-normativity, teachers have a crucial role in creating contexts in which LGBT young people feel accepted and safe. Drawing on North's (2006) work on s...

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Bibliographic Details
Published inThe Australian journal of teacher education Vol. 42; no. 9; pp. 77 - 92
Main Authors Jane Pearce, Wendy Cumming-Potvin
Format Journal Article
LanguageEnglish
Published Edith Cowan University 01.09.2017
Subjects
Barriers
Change Strategies
Educational Environment
English curriculum
English Teachers
English teaching
Equal opportunities
Foreign Countries
High Schools
Homosexuality
Secondary education
Secondary School Teachers
Semi Structured Interviews
Sexual Identity
Sexual Orientation
Sexuality
Social Bias
Social discrimination
Social Influences
Social Justice
Teacher attitudes
Australia
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Summary:Discrimination against LGBT individuals remains widespread across Australia. Since schools continue to promote regimes of heterosexuality and cis-normativity, teachers have a crucial role in creating contexts in which LGBT young people feel accepted and safe. Drawing on North's (2006) work on social justice and Connell's (2012) discussion of curricular justice, this article explores opportunities and constraints experienced by a group of English secondary teachers attempting to practise in socially just ways. Results indicate that through the English curriculum, it is possible for teachers to find moments to achieve social justice for LGBT individuals. [Author abstract]
Bibliography:Refereed article. Includes bibliographical references.
Australian Journal of Teacher Education; v.42 n.9 p.77-92; 2017
AustJTeachEdu.jpg
ISSN:0313-5373
1835-517X
DOI:10.14221/ajte.2017v42n9.5