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Beyond ‘safety’: teachers and school staff approaches to LGBTI-inclusion in Tasmanian schools

Citation

Grant, R and Beasy, K and Emery, S and Coleman, B, Beyond safety': teachers and school staff approaches to LGBTI-inclusion in Tasmanian schools, International Journal of Inclusive Education pp. 1-17. ISSN 1360-3116 (2018) [Refereed Article]


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Copyright Statement

Copyright 2018 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis Group in International Journal of Inclusive Education on 13/12/2018, available online: http://www.tandfonline.com/10.1080/13603116.2018.1555866

DOI: doi:10.1080/13603116.2018.1555866

Abstract

Australian and international research consistently indicates that inclusive school cultures improve the educational outcomes and health and wellbeing of lesbian, gay, bisexual, transgender and intersex (LGBTI) students. Little is known, however, about how Tasmanian school staff are supporting LGBTI students or the needs of teachers and school staff in creating and sustaining inclusive school environments. To address this knowledge gap, this paper reports on findings from a qualitative inquiry conducted with teachers and school staff. Drawing on Szalacha’s (2004. "Educating Teachers on LGBTQ Issues." Journal of Gay & Lesbian Issues in Education 1 (4): 67–79. doi:10.1300/ J367v01n04_07.) three paradigms of LGBTI-inclusive education practices, this study found that teachers and school staff employ Safety and Equity approaches in an education system where there is little time or resources given to knowing and understanding relevant policy focused on supporting LGBTI students. We argue that the school staff’s perception of school and departmental policy influences how they understand what is expected and what is possible in supporting LGBTI students. Findings from this study point to the need for inclusive education policies that inform and support teachers and foster potential for more critical approaches to equity and diversity.

Item Details

Item Type:Refereed Article
Keywords:LGBTIQ, inclusive education, qualitative, gender, inclusivity, sexuality, policy
Research Division:Studies in Human Society
Research Group:Sociology
Research Field:Sociology of Education
Objective Division:Law, Politics and Community Services
Objective Group:Community Service (excl. Work)
Objective Field:Gender and Sexualities
UTAS Author:Grant, R (Miss Ruby Grant)
UTAS Author:Beasy, K (Dr Kim Beasy)
UTAS Author:Emery, S (Ms Sherridan Emery)
UTAS Author:Coleman, B (Dr Bianca Coleman)
ID Code:129962
Year Published:2018
Web of Science® Times Cited:2
Deposited By:Education
Deposited On:2019-01-02
Last Modified:2019-04-12
Downloads:0

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