This book explores the narratives and experiences of LGBTQ+ and gender non-conforming students around the world. Much previous research has focused on homophobic/transphobic bullying and the negative consequences of expressing non-heterosexual and non-gender-conforming identities in school environments. To date, less attention has been paid to what may help LGBTQ+ students to experience school more positively, and relatively little has been done to compare research across the global contexts. This book addresses these research gaps by bringing together ongoing research from countries including Brazil, China, South Africa, the UK and many more.
Each chapter examines results of empirical research into school experiences of LGBTQ+ students, and the experiences and perspectives of teachers and parents. All contributions are theoretically informed by aspects of queer theory and/or critical feminist theory, with additional insights from psychological, sociological and linguistic perspectives. Contributing chapters consider how educational workers may question socially sanctioned concepts of normality in relation to gender and sexuality in ways that benefit all students, and how they can ‘queer’ schools to make them less oppressive in terms of gender and sexuality.
Expertly written and researched, this book is an invaluable resource for researchers, policymakers and students in the fields of education, sociology, gender studies and anyone with an interest in gender and sexuality studies.
Table of Contents
Introduction: Schools as Queer Transformative Spaces Educators and Curriculum Developers 1. Creating a queer counter-space in high schools in Iceland and South Africa: A drama inspired pedagogical approach 2. Creating queer moments at a Brazilian school by forging innovative sociolinguistic scalar perspectives in classrooms 3. Rebel Becomings: Queer(y)ing school spaces with young people 4. Teaching Gender: Narrative Inquiries into Teachers’ Practical Knowledge for Gender Equality and Social Justice 5. Sexuality Diversity at the Early Childhood Education Level: What can we learn from sexology? Queer youth and school experiences 6. Victimisation Experiences in School and Perceived Teacher support of Same-Sex Attracted High School Students 7. Young women’s experiences of homophobia in UK schools 8. Homophobic Violence against LGBTQ+ Youth in a Chilean School 9. Gender, Culture and Sexuality: Young People’s Conceptualization of ‘Queer’ in South Africa 10. Gay Teenage Boys’ Experiences and Usages of the Media in Spain: Educational Implications Parents 11. Parent Perceptions of GSD-related Content Inclusions in School Education: Voices from Australia Conclusion: Transformative Possibilities
Jón Ingvar Kjaran is Associate Professor of Anthropology/Sociology of Eduction at the University of Iceland, School of Education. His research focus is on gender equality, sexuality, ethnicity, race, and gender violence.
Helen Sauntson is Professor of English Language and Linguistics at York St John University, UK. Her research areas are language in education and language, gender and sexuality.