In this article we share the impact of a training program (Positive Space I and Positive Space II) on pre-service teachers' understandings of and abilities to create safe spaces for Lesbian, Gay, Bi-sexual, Transgendered and Queering/Questioning (LGBTQ) IntroductionResearch has demonstrated that over 75% of Lesbian, Gay and Bi-sexual youth and 95% of Transgendered students do not feel safe at school compared to 20% of heterosexual students (Taylor et al, 2011, 47). The current bullying discourse does not often highlight the vulnerability of sexual minority youth. According to the First National Climate Survey on Homophobia in Canadian Schools (Taylor et al, 2009) "homophobic and transphobic bullying are neither rare nor harmless but major problems that schools need to address" (p. 2). The Canadian Charter of Human Rights and Freedoms, provincial equity policies, school and school board policies and curricula emphasize "human rights and diversity" however, "LGBTQ students feel unsafe, insulted or harassed," on a daily basis (Taylor as cited in Petz 2011). Compounding this issue is the reality that LGBTQ youth hear and see a lot of homophobia and transphobia in schools, and they don't see adults in leadership positions interrupting this type of discrimination (Goldstein et al, 2007;Kumashiro 2002;Taylor et al, 2011). This is particularly regrettable as research also shows that "the climate is significantly better in the schools that have taken even modest steps to combat homophobia" (Taylor, 2011, para 4). To that end, we are trying to promote anti-oppressive pedagogy as part of our approach to teaching and learning in our faculty of education.Here we share the impact of a training program, Positive Space I (PSI) and Positive Space II (PSII), two three-hour workshops, that have been integrated into
A consideration of identity formation in contemporary Australian multicultural theatre is offered through a re-assessment of the unsettled (and unsettling) constructions of Australia as ‘home’ in the work of three playwrights. William Yang's Sadness disrupts a localized perception of home, space, and cultural communities to amalgamate two disparate communities (the queer/homosexual community in Sydney and the Asian-Australian, or ‘Austasian’ community) into a reconfigured Australian identity. Janis Balodis's The Ghosts Trilogy uses many actors who play across the unsettled lines of history, amid numerous voices, homes, and homelands that indicate the enormity of what ‘Australia’ comes to signify. Noëlle Janaczewska's The History of Water constructs a way of locating the self by means of a metaphoric home as each character establishes herself on a psychic plane rather than choosing the strictly physical locations to which she has access. In their interrogations of home and homeland, these plays challenge assumptions regarding identity, disrupt notions of the ultimate ownership of land/culture by anyone, and problematize the idea of settlement as it is currently articulated in Australia.
On July 1, 2009 at a special ceremony in Iqaluit, 21 Inuit women graduated from Nunavut’s first graduate degree program, a Master of Education in Leadership and Learning offered by the University of Prince Edward Island in partnership with Nunavut Department of Education, St. Francis Xavier University, and Nunavut Arctic College. The authors of this article, Northwest Territories/Nunavut educators between 1982 and 1999, and university-based professors and researchers who have since been involved in the planning and delivery of the Nunavut M.Ed., trace the roots of the program to decolonising research in educational practices in the Baffin region between 1980 and 1999. They then outline the design and implementation of the program with particular emphasis on its challenges and the approaches necessary for its success.Le 1 juillet 2009, lors d’une cérémonie spéciale à Iqaluit, 21 femmes inuit ont reçu une maîtrise en éducation du leadership en apprentissage. Il s’agissait du premier programme de deuxième cycle offert au Nunavut par University of Prince Edward Island en partenariat avec le Ministère de l’Éducation du Nunavut, St. Francis Xavier University et le Nunavut Arctic College. Les auteurs de cet article ont enseigné aux Territoires du Nord-Ouest/Nunavut entre 1982 et 1999 puis ont participés à l’élaboration de ce programme de maîtrise en éducation comme professeurs et chercheurs.Ils tracent ici ses origines aux recherches sur la décolonisation des pratiques éducationnelles inuit dans la région de Baffin entre 1980 et 1999. Ils expliquent ensuite les buts et le déroulement du programme, en examinant de près les défis et approches pédagogiques mis en place pour y arriver
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