Download Free Interrogating Heteronormativity In Primary Schools The No Outsiders Project Book in PDF and EPUB Free Download. You can read online Interrogating Heteronormativity In Primary Schools The No Outsiders Project and write the review.

The No Outsiders team, a collaboration of primary education practitioners and university researchers, has taken groundbreaking steps in addressing lesbian, gay, bisexual and transgender equality in primary schools. This book continues Trentham's commitment to challenging homophobia and heterosexism in and through education and follows Atkinson and DePalma's account of sexualities equality in children's worlds in school and beyond: Invisible Boundaries - addressing sexualities equality in children's world. In "Interrogating Normativity" they and their colleagues from the ESRC-funded No Outsiders research team explore and analyse central issues which permeate the team's challenge to gender conformity through primary education. The need for primary teachers and other professionals working with children to address equality in relation to sexual orientation and gender expression is becoming increasingly urgent in the light of recent changes in UK legislation. The Civil Partnership Act (2006), the Equality Act (2007) and new legislative requirements for ensuring the active promotion of child wellbeing, gender equality and community cohesion all place demands on schools and support services which they are ill-equipped to meet. This book fills a gap by examining how we might go about addressing these demands. "Interrogating Heteronormativity in Primary Schools" brings together the wide-ranging expertise of the project's large research team, plus a chapter by Susan Talburt. It explores key themes related to the project's work: silence and speaking out; faith and culture; leadership and role-modelling; personal and emotional investment; gay rights/liberal humanist and queer perspectives; safety and risk-taking; the possibility of a queer pedagogy; and intersections between queer theory and practice. This academic companion to the team's practice-focused book drawing on the project teachers' classroom work, "Undoing Homophobia in Primary Schools", will be essential reading for all those in primary education who are concerned to challenge this last bastion of inequality, as well as for students and researchers in sociology, cultural studies, queer studies and related fields where the underlying discourses shaping heteronormativity and gender conformity require urgent analysis in the move towards a fairer society.
This book is a celebration of recognition, affirmation and inclusion. Primary teachers tell the story of how they have challenged the taken-for-granted norms and silences in primary schools around sexual orientation and gender expression. Through their accounts of practice, reflections and interpretations, vignettes and images, the teachers describe how they have challenged this non-addressed area of inclusion across England, from a tiny village church school to urban and suburban settings. Working within and beyond the curriculum, teachers have broken boundaries in primary practice for sexualities in a struggle for greater equality.
This book presents an exploration of heteronormative discursive practices in the English countryside. A lesbian teacher describes her experiences in the rural school community in which she lived and worked. She prospered at the village school for almost ten years by censoring her sexuality and carefully managing the intersection between her private and professional identities. However, when a critical incident led to the exposure of her sexuality at school, she learned the extent to which the rural school community privileged and protected the heteronormative discourse. An autoethnographic method of inquiry provides intimate insight which is supported by external data, including email and text message correspondence. As the critical incident eventually became a police matter, police records and evidence from the UK Crown Prosecution Service were sought for use in the research. However, the collection of these data proved problematic, providing an unexpected development in the research and offering additional insight into the nature of rural life. This research offers a vivid insider perspective on the experiences of a lesbian teacher in a rural school community. It examines the incompatibility of private and professional identities, investigates the moral panic that surrounds teacher sexuality in schools and considers the impact of homophobic and heteronormative discursive practices on health, wellbeing and identity. Crucially, this research offers compelling insight into the steps that those in positions of power will take to protect and perpetuate the heteronormative discourse of rural life.
Very few PreK-12 teachers are adequately trained to address the gender identity and sexual identity of their students in a developmentally-appropriate and pedagogically-sound manner. Yet responsible adults -- parents, educators, pre-service teachers, coaches, religious instructors, camp administrators and school counselors -- must help children navigate the inherently diverse, increasingly complex world of gender and sexuality in the 21st Century. From the Dress-Up Corner to the Senior Prom is a practical, forward thinking resource for anyone involved in educating children and adolescents. Jennifer Bryan takes readers into classrooms, administrative meetings, recess, parent conferences, and the annual pep rally to witness the daily manifestations of Gender and Sexuality Diversity at school. She provides a coherent framework for understanding what readers "see," and invites them to use a contemporary, heart/mind perspective as they consider the true developmental needs of all elementary, middle, and high school students. The book features thoughtful questions, models of dialogue, accessible lesson plans, and many pedagogical strategies. At the heart of this book, though, are the evocative stories from teachers, students, and parents that Bryan has listened to over the span of her career, providing a personal reality to complement the explorations of this comprehensive work.
Pleasure and desire have been important components of the vision for sexuality education for over 20 years. This book argues that there has been a lack of scrutiny over the political motivations that underpin research supportive of pleasure and desire within comprehensive sexuality education. In this volume, key researchers in the field consider how discourses related to pleasure and desire have been taken up internationally. They argue that sexuality education is clearly shaped by specific cultural and political contexts, and examine how these contexts have shaped the development of pleasure’s inclusion in such programs. Via such discussions, this volume incites a re-configuration of thought regarding sexuality education’s approach to pleasure and desire.
Moving beyond the traditional focus on curriculum and pedagogy, this volume explores hidden dimensions of sexuality education in schools and how sexual meanings are produced. Challenging the standard understandings of sexuality education, Allen discusses how students’ knowledge of sexualities is often learnt outside the ‘official’ school curriculum in informal spaces such as the sports field, gym locker rooms and peer groups. By employing visual methods and analysing student photo-diaries, Allen’s original book captures a sexual culture of schooling that allow readers to literally ‘see through young people’s eyes.’ Introducing theoretical ideas in relation to queer theory and ‘new’ feminist new materialisms, this volume calls for a re-conceptualization of how sexuality comes into being at school, in order to take account of its material, spatial and embodied elements.
The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in both primary and secondary settings. For this new edition Andrew Pollard has worked with the same core author team to bring you expert guidance from top practitioners, in the form of a text that is both cohesive and that continues to evolve to meet the needs of today's teachers. It is designed for trainees whether in universities or schools (such as School Direct, SCITT). Reflective Teaching in Schools uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - 10 Lesson Study cases illustrate the impact this approach can have on classroom teaching, whether in a city Primary School or rural Secondary Academy - 10 Toolkit Evidence summaries based on the Sutton Trust-EEF Teaching and Learning Toolkit cover topics like collaborative learning - New Reflective Activities and guidance on Key Readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support. It now includes a new chapter on mentoring, a glossary to help decipher the difference between IEP and LAP, and much more.

Best Books

DMCA - Contact