Catalog Home Page

English classrooms and curricular justice for the recognition of LGBT individuals: What can teachers do?

Pearce, J. and Cumming-Potvin, W. (2017) English classrooms and curricular justice for the recognition of LGBT individuals: What can teachers do? Australian Journal of Teacher Education, 42 (9). pp. 77-92.

[img]
Preview
PDF - Published Version
Download (394kB) | Preview
Free to read: http://ro.ecu.edu.au/ajte/vol42/iss9/5/
*No subscription required

Abstract

Discrimination against LGBT1 individuals remains widespread across Australia. Since schools continue to promote regimes of heterosexuality and cis-normativity, teachers have a crucial role in creating contexts in which LGBT young people feel accepted and safe. Drawing on North's (2006) work on social justice and Connell's (2012) discussion of curricular justice, this article explores opportunities and constraints experienced by a group of English secondary teachers attempting to practise in socially just ways. Results indicate that through the English curriculum, it is possible for teachers to find moments to achieve social justice for LGBT individuals.

Publication Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: School of Education, Edith Cowan University
UNSD Goals: Goal 4: Quality Education
URI: http://researchrepository.murdoch.edu.au/id/eprint/38028
Item Control Page Item Control Page

Downloads

Downloads per month over past year