Embedding Aboriginal and Torres Strait Islander LGBTIQ+ Issues in Primary Initial Teacher Education Programs
| Autor: | David B Rhodes, Matt Byrne |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
inclusive education
Sociology and Political Science Gender diversity Benachteiligung Human sexuality teacher training Critical pedagogy deprivation primary school ethnic group 0302 clinical medicine Pedagogy gender aboriginal torres strait islander 030212 general & internal medicine Sociology indigenous Bildung und Erziehung Sozialwissenschaften Soziologie Diversität 05 social sciences Australien 050301 education indigene Völker ddc:300 gender diversity Intersektionalität lgbtiq+ Inclusion (education) Social Psychology ethnische Gruppe HM401-1281 Education diversity 03 medical and health sciences ddc:370 Lehrerbildung Sociology (General) Social sciences sociology anthropology Grundschule Curriculum indigenous peoples Intersectionality Aboriginal Torres Strait Islander LGBTIQ+ sexuality Macroanalysis of the Education System Economics of Education Educational Policy Australia Heterosexism Teacher education Makroebene des Bildungswesens Frauen- und Geschlechterforschung inclusion Women's Studies Feminist Studies Gender Studies intersectionality 0503 education Inklusion |
| Zdroj: | Social Inclusion Young, Indigenous, LGBTIQ+: Understanding and Promoting Social and Emotional Wellbeing Social Inclusion, Vol 9, Iss 2, Pp 30-41 (2021) |
| ISSN: | 2183-2803 |
| DOI: | 10.17645/si.v9i2.3822 |
| Popis: | Existing research has explored inclusion in education, however, issues related to Aboriginal and Torres Strait Islander LGBTIQ+ young people, with some notable exceptions, have, until recently, seldom been included in any meaningful academic discussion. Issues of youth race, gender and sexuality have been interrogated as discrete issues. This small but growing body of research demonstrates the potential impacts of intersectional disadvantages experienced by Aboriginal and Torres Strait Islander LGBTIQ+ young people in Australia (Uink, Liddelow-Hunt, Daglas, & Ducasse, 2020). This article seeks to explore the existing research and advocate for the embedding of a critical pedagogy of care in primary Initial Teacher Education (ITE) curricula, inclusive of diversity of race, ethnicity, socio-economic-status, gender and sexuality. Employing intersectionality theory, this research will examine the specific disadvantages that arise as the result of occupying multiple minority demographic categories, which are relational, complex and shifting, rather than fixed and independent. Primary educators are well positioned to name disadvantage, racism and heterosexism, make them visible and, through culturally responsive pedagogical approaches and inclusive curricula, challenge the status quo. To ensure that learning and teaching moves beyond stereotypes, primary curricula should be representative of all students and present alternate ways of being human in culturally appropriate, positive ways, to the benefit of all students. ITE programs provide the ideal arena to equip teachers with the knowledge and competency to respond to the needs of Aboriginal and Torres Strait Islander LGBTIQ+ young people. |
| Databáze: | OpenAIRE |
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