Catherine G Taylor
Biographic Data
| ID | 6621776 |
|---|---|
| NAME | Catherine G Taylor |
| GIVEN NAMES | Catherine G |
| FAMILY NAME | Taylor |
| SIGNATURE | TAYLOR C G |
| AFFILIATIONS | University of Winnipeg |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 29 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 3 |
Gaps between beliefs, perceptions, and practices
The Every Teacher Project involved large-scale survey research conducted to identify the beliefs, perspectives, and practices of Kindergarten to Grade 12 educators in Canadian public schools regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ)–inclusive education. Comparisons are made between LGBTQ and cisgender heterosexual participants, between participants teaching at different grade levels, and between participants in school distr…
Missives from the Adult World to LGBTQ Youth
Gallup's Guide to Modern Gay, Lesbian, and Transgender Lifestyle is a set of 15 volumes addressing lesbian, gay, transgender, queer, and questioning (LGTQ) topics of concern to young LGTQ readers. Each volume is attractively produced, is well presented, and answers questions systematically avoided in most school curricula. It would be a valuable addition to any school or community center library
Counterproductive Effects of Parental Consent in Research Involving LGBTTIQ Youth
This article offers an evidence-based argument for exempting the majority of LGBTTIQ youth from parental consent requirements in research studies. The argument is grounded in international research ethics principles and social science research studies of risks to the well-being of LGBTTIQ youth. A schema derived from consent concepts used in ethics frameworks in Australia, Canada, the United Kingdom, and the United States is presented for categor…
A Human Rights Approach to Stopping Homophobic Bullying in Schools
SAMMARY This article examines the development of Winnipeg School Division's groundbreaking program to oppose homophobic bullying by making that struggle synonymous with the defense of human rights. The analysis draws on interviews with key players in the development of the program, committee minutes, newspaper accounts, workshop evaluations and court rulings. The Division's approach involves a range of actions, the mainstay of which is compulsory…
Critical Literacy and the Un/Doing of Academic Discourse
This article describes a “critical literacy” approach to teaching an introductory course in academic writing to a group of students socially marginalized by poverty and prejudice. In this approach, the author asks students to identify research areas of personal interest to themselves by drawing on their own lives to generate meaningful topics, to engage in critical dialogue about their work, and to write in a scholarly style without becoming alie…
Gaps between beliefs, perceptions, and practices
The Every Teacher Project involved large-scale survey research conducted to identify the beliefs, perspectives, and practices of Kindergarten to Grade 12 educators in Canadian public schools regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ)–inclusive education. Comparisons are made between LGBTQ and cisgender heterosexual participants, between participants teaching at different grade levels, and between participants in school distr…
Counterproductive Effects of Parental Consent in Research Involving LGBTTIQ Youth
This article offers an evidence-based argument for exempting the majority of LGBTTIQ youth from parental consent requirements in research studies. The argument is grounded in international research ethics principles and social science research studies of risks to the well-being of LGBTTIQ youth. A schema derived from consent concepts used in ethics frameworks in Australia, Canada, the United Kingdom, and the United States is presented for categor…
A Human Rights Approach to Stopping Homophobic Bullying in Schools
SAMMARY This article examines the development of Winnipeg School Division's groundbreaking program to oppose homophobic bullying by making that struggle synonymous with the defense of human rights. The analysis draws on interviews with key players in the development of the program, committee minutes, newspaper accounts, workshop evaluations and court rulings. The Division's approach involves a range of actions, the mainstay of which is compulsory…
Critical Literacy and the Un/Doing of Academic Discourse
This article describes a “critical literacy” approach to teaching an introductory course in academic writing to a group of students socially marginalized by poverty and prejudice. In this approach, the author asks students to identify research areas of personal interest to themselves by drawing on their own lives to generate meaningful topics, to engage in critical dialogue about their work, and to write in a scholarly style without becoming alie…
A Human Rights Approach to Stopping Homophobic Bullying in Schools
SAMMARY This article examines the development of Winnipeg School Division's groundbreaking program to oppose homophobic bullying by making that struggle synonymous with the defense of human rights. The analysis draws on interviews with key players in the development of the program, committee minutes, newspaper accounts, workshop evaluations and court rulings. The Division's approach involves a range of actions, the mainstay of which is compulsory…
Counterproductive Effects of Parental Consent in Research Involving LGBTTIQ Youth
This article offers an evidence-based argument for exempting the majority of LGBTTIQ youth from parental consent requirements in research studies. The argument is grounded in international research ethics principles and social science research studies of risks to the well-being of LGBTTIQ youth. A schema derived from consent concepts used in ethics frameworks in Australia, Canada, the United Kingdom, and the United States is presented for categor…
Missives from the Adult World to LGBTQ Youth
Gallup's Guide to Modern Gay, Lesbian, and Transgender Lifestyle is a set of 15 volumes addressing lesbian, gay, transgender, queer, and questioning (LGTQ) topics of concern to young LGTQ readers. Each volume is attractively produced, is well presented, and answers questions systematically avoided in most school curricula. It would be a valuable addition to any school or community center library
Gaps between beliefs, perceptions, and practices
The Every Teacher Project involved large-scale survey research conducted to identify the beliefs, perspectives, and practices of Kindergarten to Grade 12 educators in Canadian public schools regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ)–inclusive education. Comparisons are made between LGBTQ and cisgender heterosexual participants, between participants teaching at different grade levels, and between participants in school distr…
Sociology (5 works) · Gender Studies (4 works) · Psychology (4 works) · LGBTQ Health, Identity, and Policy (3 works) · Pedagogy (3 works) · Political science (3 works) · Transgender (3 works) · Curriculum (2 works) · Gender Studies (2 works) · Homosexuality (2 works)