You’re Moving a Frickin’ Big Ship”

The Challenges of Addressing LGBTQ Topics in Public Schools

Dados Bibliográficos

ID9728639
AutoresAmy J Fredman (University of Wisconsin-Eau Claire, Eau Claire, WI, USA, autor correspondente), Nicole J Schultz (University of Wisconsin-Eau Claire, Eau Claire, WI, USA), Mary F Hoffman (University of Wisconsin-Eau Claire, Eau Claire, WI, USA)
Ano2015
Volume47
Fascículo1
Páginas56-85
Data de publicação2015-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducation and Urban Society (JOURNAL)
Identificadores do periódicoISSN: 0013-1245 • E-ISSN: 1552-3535
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124513496457
OpenAlexW2022595497
IdiomaEN
Citações recebidas23
Referências citadas23

Scholars have become more attentive to lesbian/gay/bisexual/transsexual/queer/questioning (LGBTQ) topics as queer perspectives become increasingly prevalent in middle and high school environments. This study examines how educators navigate social and academic environments in order to incorporate inclusive pedagogical practices and cultivate safe schools for LGBTQ students. Tenets of structuration theory and heteronormativity are used to analyze interview data in order to unveil the heteronormative structures of schools and the production and reproduction of values that support or challenge these systems. Findings reveal that educators define the “rules” present in their schools systems, evaluate the potential risks in violating these rules, and negotiate their perceived role in the midst of these rules and risks. Implications include actions designed to facilitate educator efforts to address LGBTQ topics in schools in order to advance student welfare

Heteronormativity · Homosexuality · Human sexuality · Lesbian · Negotiation · Order (exchange · Pedagogy · Queer · Queer theory · Sexual identity · Social science · Sociology · Transgender · African Sexualities and LGBTQ+ Issues · Gender Roles and Identity Studies · Gender Studies · LGBTQ Health, Identity, and Policy