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This topical book explores the ally perspective in advocating for Lesbian, Gay, Bi-sexual, Transgender, Queer and Inter-sex (LGBTQI+) human rights across American, Canadian, and Australian educational contexts. This book aims to clarify the terms and dynamics of mobilizing heterosexual and cisgender privilege in the interests of promoting safe, welcoming and inclusive educational communities for all stake holders, particularly those students who self- identify as LGBTQI+. By highlighting concrete examples of allies engaged in participatory collaborative research, and by investigating the historical and theoretical dimensions of ally work more generally, this volume presents a comprehensive research account of allies’ role in education, advocacy and activism. This book will benefit researchers, academics, and educators in higher education with an interest in gender and sexuality, the sociology of education and schools and schooling more broadly. Those specifically interested in gender studies, as well as the politics of higher education, will also benefit from this book.
As diversity based on gender identity and sexual orientation remains a target for discrimination, exclusion, and violence in multiple contexts, it is necessary to advocate for comprehensive and quality sexuality and gender education to achieve equity and equality. This co-edited book provides a comprehensive reflection on how education professionals can foster inclusive education in terms of diversity based on gender identity and sexual orientation that impacts positively both LGBTIQ+ and non-LGBTIQ+ students. Promoting Inclusive Education Through the Integration of LGBTIQ+ Issues in the Classroom offers theoretical considerations and practical examples of how LGBTIQ+ issues can be addressed in education, including instances of curriculum responses, teacher training, and recommendations for supporting LGBTIQ+ students. Its target audience includes international teachers of all areas and educational stages, educators, curriculum developers, instructional designers, principals, school boards, academicians, researchers, administrators, and policymakers. The chapters cover theoretical background, practical examples, and guidelines and recommendations for LGBTIQ+-inclusive education policymaking. This book serves as a reference for anyone interested in making education more inclusive in terms of diversity based on gender identity and sexual orientation.
This far-reaching and contemporary new Encyclopedia examines and explores the lives and experiences of Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ) individuals, focusing on the contexts and forces that shape their lives. The work focuses on LGBTQ issues and identity primarily through the lenses of psychology, human development and sociology, emphasizing queer, feminist and ecological perspectives on the topic, and addresses questions such as: · What are the key theories used to understand variations in sexual orientation and gender identity? · How do Gay-Straight Alliances (GSA) affect LGBTQ youth? · How do LGBTQ people experience the transition to parenthood? · How does sexual orientation intersect with other key social locations, such as race, to shape experience and identity? · What are the effects of marriage equality on sexual minority individuals and couples? Top researchers and clinicians contribute to the 400 signed entries, from fields such as: · Psychology · Human Development · Gender/Queer Studies · Sexuality Studies · Social Work · Sociology The SAGE Encyclopedia of LGBTQ Studies is an essential resource for researchers interested in an interdisciplinary perspective on LGBTQ lives and issues.
LGBTQ Issues in Education: Advancing a Research Agenda examines the current state of the knowledge on LGBTQ issues in education and addresses future research directions. The editor and authors draw on existing literature, theories, and data as they synthesize key areas of research. Readers studying LGBTQ issues or working on adjacent topics will find the book to be an invaluable tool as it sets forth major findings and recommendations for additional research. Equally important, the book brings to light the importance of investing in research and data on a topic of critical educational and social significance.
A comprehensive collection of essays from leading experts on family and community engagement The Wiley Handbook of Family, School, and Community Relationships in Educationbrings together in one comprehensive volume a collection of writings from leading scholars on family and community engagement to provide an authoritative overview of the field. The expert contributors identify the contemporary and future issues related to the intersection of students’ families, schools, and their communities. The Handbook’s chapters are organized to cover the topic from a wide-range of perspectives and vantage points including families, practitioners, policymakers, advocates, as well as researchers. In addition, the Handbook contains writings from several international researchers acknowledging that school, family, and community partnerships is a vital topic for researchers and policymakers worldwide. The contributors explore the essential issues related to the policies and sociopolitical concerns, curriculum and practice, leadership, and the role of families and advocates. This vital resource: Contains a diverse range of topics related to the field Includes information on current research as well as the historical origins Projects the breadth and depth of the field into the future Fills a void in the current literature Offers contributions from leading scholars on family and community engagement Written for faculty and graduate students in education, psychology, and sociology, The Wiley Handbook of Family, School, and Community Relationships in Educationis a comprehensive and authoritative guide to family and community engagement with schools.
The increase in prevalence and visibility of sexually gender diverse (SGD) populations illuminates the need for greater understanding of the ways in which current laws, systems, and programs affect their well-being. Individuals who identify as lesbian, gay, bisexual, asexual, transgender, non-binary, queer, or intersex, as well as those who express same-sex or -gender attractions or behaviors, will have experiences across their life course that differ from those of cisgender and heterosexual individuals. Characteristics such as age, race and ethnicity, and geographic location intersect to play a distinct role in the challenges and opportunities SGD people face. Understanding the Well-Being of LGBTQI+ Populations reviews the available evidence and identifies future research needs related to the well-being of SDG populations across the life course. This report focuses on eight domains of well-being; the effects of various laws and the legal system on SGD populations; the effects of various public policies and structural stigma; community and civic engagement; families and social relationships; education, including school climate and level of attainment; economic experiences (e.g., employment, compensation, and housing); physical and mental health; and health care access and gender-affirming interventions. The recommendations of Understanding the Well-Being of LGBTQI+ Populations aim to identify opportunities to advance understanding of how individuals experience sexuality and gender and how sexual orientation, gender identity, and intersex status affect SGD people over the life course.
"The report, "'Like Walking Through a Hailstorm': Discrimination against LGBT Youth in US Schools," documents a range of problems facing LGBT students. The concerns include bullying and harassment, exclusion of LGBT topics from school curricula and resources, restrictions on LGBT student groups, and discrimination and bigotry from both classmates and school personnel on the basis of sexual orientation and gender identity"--Publisher's description.
This collection of essays explores the notion, tools and challenges of human rights diplomacy. Human rights diplomacy is understood as the utilisation of diplomatic negotiation and persuasion for the specific purpose of promoting and protecting human rights. This book builds on discussions at a high-level workshop on the topic, organised by the University of Nottingham Human Rights Law Centre, the European Inter-University Centre for Human Rights and Democratisation and the Adam Mickiewicz University of Pozna?, that was held in Venice.
In the last twenty years a body of "social justice educators" has come to power in Americanhigher education. These professors and administrators are transforming higher education intoadvocacy for progressive politics. They also work to reserve higher education jobs for socialjustice advocates, and to train more social justice advocates for careers in nonprofitorganizations, K-12 education, and social work. Social Justice Education in America drawsupon a close examination of 60 colleges and universities to show how social justice educatorshave taken over higher education. The report includes recommendations on how to preventcolleges and universities from substituting activism for learning.
Melding universities’ strategic goals with libraries’ teaching and learning mission, the academic library makerspace can be a powerful catalyst for information literacy, offering faculty partners a place for interdisciplinary, experiential learning. If you’re pondering what it takes to get your makerspace into the curriculum, this volume’s relatable, first-hand accounts from librarians, makerspace staff, and faculty partners will give you the confidence to make the leap. Contributors, drawn from the IMLS-funded Maker Literacies project, describe pilots and assessment for a variety of demographics, course subjects, and makerspace equipment. Guided by their experiences, you’ll be ready to fully partner with faculty through the course integration and assessment process. Inside, you’ll learn why academic librarians are uniquely situated to be leaders in the realm of makerspaces and makerspace literacy; how the ACRL Framework informs maker competencies; methods for using competencies and assessment in designing course assignments; 5 steps for guiding faculty in creating assignments for makerspaces; advice on developing a new staffing and service model to handle course-wide use of the makerspace; steps for taking students through concept, design, prototype, and final product in a project management course; how an ethical perspective engaged a women’s history course toward the “In Her Shoes” project; pedagogical strategies for integrating the makerspace into fine arts classes; and ways to showcase makerspace outputs to generate excitement around campus.