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Beyond ‘safety’: teachers and school staff approaches to LGBTI-inclusion in Tasmanian schools

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Grant, RF ORCID: 0000-0003-3007-0168, Beasy, K ORCID: 0000-0002-5998-1419, Emery, S ORCID: 0000-0003-2949-2793 and Coleman, BJ ORCID: 0000-0003-0373-2269 2018 , 'Beyond ‘safety’: teachers and school staff approaches to LGBTI-inclusion in Tasmanian schools' , International Journal of Inclusive Education , pp. 1-17 , doi: 10.1080/13603116.2018.1555866.

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Abstract

Australian and international research consistently indicates thatinclusive school cultures improve the educational outcomes andhealth and wellbeing of lesbian, gay, bisexual, transgender andintersex (LGBTI) students. Little is known, however, about howTasmanian school staff are supporting LGBTI students or theneeds of teachers and school staff in creating and sustaininginclusive school environments. To address this knowledge gap,this paper reports on findings from a qualitative inquiryconducted 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 educationpractices, this study found that teachers and school staff employSafety and Equity approaches in an education system where thereis little time or resources given to knowing and understandingrelevant policy focused on supporting LGBTI students. We arguethat the school staff’s perception of school and departmentalpolicy influences how they understand what is expected and whatis possible in supporting LGBTI students. Findings from this studypoint to the need for inclusive education policies that inform andsupport teachers and foster potential for more critical approachesto equity and diversity.

Item Type: Article
Authors/Creators:Grant, RF and Beasy, K and Emery, S and Coleman, BJ
Keywords: LGBTIQ, inclusive education, qualitative, gender, inclusivity, sexuality, policy
Journal or Publication Title: International Journal of Inclusive Education
Publisher: Routledge
ISSN: 1360-3116
DOI / ID Number: 10.1080/13603116.2018.1555866
Copyright Information:

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

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