Utilising her extensive teaching experience at Taipei Private Zhongshan Elementary School, Samantha Wei developed a teaching plan for first-grade students that incorporates the picture book "Mary Wears What She Wants" by Keith Negley, aiming to foster awareness of gender expression. This plan underwent further refinement and was transformed into an academic poster by Lance Peng, a PhD candidate, and subsequently presented at a seminar hosted by the Faculty of Education at the University of Cambridge. The primary objective was to initiate scholarly discussions within broader academic communities concerning the utilisation of picture books in addressing gender expression among children. The core of this teaching session revolve around critical analysis, self-reflection and expression, as well as cultural understanding and empathy. Furthermore, this picture book teaching plan possesses the potential to be expanded to encompass transgender issues. Moreover, by incorporating aesthetic education, it enables students to explore their own distinctive sartorial style.
This 15-minute talk examines contextual and sociocultural factors that contribute to the development of adolescent girls' agency, with a focus on the key components of participation, authority, and deliverance. I offer insights into the ways in which cultural, political, and social trends impact the development of adolescent girls' agency in the 2020s. The talk also explores recent global activities and milestones that have impacted girls' development, with a particular focus on the rise of cyberactivism and the effects of COVID-19. Using personal experience working with justice-involved girls in out-of-home placements, I share observations of girls at-promise against the backdrop of the prevailing cultural, political, and social matrix. Through this analysis, the presentation provides a thematic frame of reference for those involved in adolescent female development and highlights the key transformative cultural dynamics that need to be considered in order to promote the development of adolescent girls' agency.
This paper is a prelude of my PhD research and a synopsis of its Introduction and Literature Review chapters. My PhD research is affected by the interpretive phenomenological frameworks and explores the lived experiences of at-promise youth in their understandings of gender identity and sexual diversity within non-formal education contexts. At-promise youth is a strength-based replacement term for at-risk youth, referring generally to young people who face situational circumstances that the society believe will inevitably lead to their personal and professional failures. This paper focuses on the narrative of portraying the workspace and backgrounds of social service and welfare work in the context of Taiwan. This paper concludes by offering a structure on GSD for non-formal education to employ community-based interventions as stimuli to equip at-promise youth with abilities to apply in social situations and enable better generalisation of acquired skills.
The importance of recognising and embracing gender and sexual diversity (GSD) in education has never been more pressing. This presentation explores the current landscape of GSD in education and the ways in which educators can create inclusive and safe learning environments for all students. The presentation examines the challenges and obstacles that individuals who identify as LGBTQIA+ face in educational settings and the impact of these experiences on their well-being and academic success. Additionally, the presentation provides practical strategies and best practices for teachers and administrators to support and affirm gender and sexual diversity in their schools. The ultimate goal of this presentation is to equip educators with the tools they need to create inclusive, equitable, and supportive learning environments that celebrate the unique identities and experiences of all students.
This presentation is a hybrid of a synopsis of a PhD project and literature review on at-promise youth. At-promise youth is a strength-based replacement term for at-risk youth, referring generally to young people who face situational circumstances that the society believe will inevitably lead to their personal and professional failures. The PhD research utilises interpretative phenomenological frameworks to create conversations between at-promise youth and non-institutional educational settings on the issues of gender identity (GI). Young people, especially Generation Z, are challenging rigid social norms when it comes to GI and are exploring what it means to them. It can be an extraordinarily perplexing time for at-promise youth, whom are not typically part of this conversation. The qualitative approach aims to provide examinations of personal lived experience as it produces accounts of lived experience in marginalised youths' own terms and recognises this is an interpretative endeavour as adolescents are sense-making organisms.
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