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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: | Education |
| Research Group: | Education policy, sociology and philosophy |
| Research Field: | Sociology of education |
| Objective Division: | Law, Politics and Community Services |
| Objective Group: | Community services |
| Objective Field: | Gender and sexualities |
| UTAS Author: | Grant, R (Dr Ruby Grant) |
| UTAS Author: | Beasy, K (Dr Kim Beasy) |
| UTAS Author: | Emery, S (Dr Sherridan Emery) |
| UTAS Author: | Coleman, B (Dr Bianca Coleman) |
| ID Code: | 129962 |
| Year Published: | 2018 |
| Web of Science® Times Cited: | 7 |
| Deposited By: | Education |
| Deposited On: | 2019-01-02 |
| Last Modified: | 2019-04-12 |
| Downloads: | 4 View Download Statistics |
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