Embedding Aboriginal and Torres Strait Islander LGBTIQ+ Issues in Primary Initial Teacher Education Programs
| Autor: | Rhodes, David, Byrne, Matt |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Bildung und Erziehung
Sozialwissenschaften Soziologie Education Social sciences sociology anthropology Aboriginal Torres Strait Islander LGBTIQ+ inclusive education sexuality Makroebene des Bildungswesens Frauen- und Geschlechterforschung Macroanalysis of the Education System Economics of Education Educational Policy Women's Studies Feminist Studies Gender Studies Gender Diversität Intersektionalität Benachteiligung Inklusion indigene Völker ethnische Gruppe Australien Grundschule Lehrerbildung gender diversity intersectionality deprivation inclusion indigenous peoples ethnic group Australia primary school teacher training |
| Zdroj: | Social Inclusion, 9, 2, 30-41, Young, Indigenous, LGBTIQ+: Understanding and Promoting Social and Emotional Wellbeing |
| Druh dokumentu: | Zeitschriftenartikel<br />journal article |
| 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: | SSOAR – Social Science Open Access Repository |
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