A Content Analysis Exploring Lesbian, Gay, Bisexual, and Transgender Topics in Foundations of Education Textbooks

Abstract

This research analyzed the most widely used foundations of education textbooks for lesbian, gay, bisexual, and transgender (LGBT) content. Because foundations of education coursework routinely introduces other diversity topics in education, the authors hold it is a good place to introduce LGBT topics. The ways in which LGBT topics are included in textbooks, however, or placed in relation to other material, can reinforce negative stereotypes and marginalize LGBT people. The authors paid particular attention to the textbook's presentation of LGBT topics in the following categories: discrimination and harassment against LGBT people; LGBT identities and experiences; LGBT parents, guardians, and families; LGBT history; strategies, resources, and curricula to increase safety and support; legal issues and professional responsibilities; personal beliefs and opposition; and conceptual terms and frameworks.

Sexuality education school policy for Australian GLBTIQ students

“…7 Even if policies become known, there can be other issues. Pre-service teacher education in this area is lacking and relevant textbooks have limited content on GLBTIQ students (Farrelly et al 2007;Macgillivray and Jennings 2008). In both Victoria and NSW, policy officers note extensive teacher training efforts made a difference to practising teachers by giving them strategies for combating students' homophobic language and information on GLBTIQ sexualities.…”

Situated Globalization and Racism: An Analysis of Korean High School EFL Textbooks

“…Then I compressed the selected passages into summaries and grouped them into related patterns. Using theme analysis (Spradley, 1980), I grouped related patterns into related descriptive categories to construct descriptive thematic categories (Macgillivray & Jennings, 2008) that represented the portrayals of non-Koreans within the selected textbooks. The developed thematic categories include the following: 1) Highly Valued Quality of the Arts: Western arts are subjectively praised with flowery language; 2) Factual Explanations (and a Lack of Explanations) of the Arts: non-Western arts are explained in a matter-of-fact way or included only tangentially; 3) Western Culture as a Representation of Foreign Cultures: the West is equated with an "international community"; and 4) Popular Culture/Commercialism: Western, particularly US, popular culture and commercial brand names are included.…”

La representación de la diversidad social en los materiales didácticos digitales

“…Para Torres (2008), los sistemas educativos que asumen un modelo de sociedad mono-cultural tienen a silenciar y ocultar otras realidades no hegemónicas, tal es el caso de las culturas asociadas a la diversidad sexual. La representación de personas lesbianas, gais, transexuales, bisexuales o intersexuales (de aquí en adelante, LGTBI) en materiales didácticos y libros de texto ha sido analizada también en otras latitudes: EEUU (Macgillivray y Jennings, 2008) y Sudáfrica (Potgieter y Reygan, 2012) por ejemplo. En el caso estadounidense, tras el análisis realizado -que incluye aspectos como la representación de procesos de discriminación o acoso contra el colectivo LGTBI; la familia, padres o tutores/as del alumnado LGTBI; la presentación de las identidades LGTBI o las estrategias curriculares para incrementar la seguridad y el apoyo al colectivo-, se destaca que el colectivo está presente, lo cual se valora como algo positivo.…”

“…El análisis realizado en esta investigación pone de manifiesto como estos materiales digitales pueden convertirse de facto en currículo educativo (Macgillivray y Jennings, 2008) y como transmiten mensajes al alumnado acerca de la realidad, el poder y las jerarquías sociales en función de ciertas marcas de relevancia asociadas a colectivos que se ubican al margen de lo considerado hegemónico. Las representaciones de los colectivos que se han analizado en los MDD seleccionados -personas con diversidad funcional, mujeres, colectivo LGTBI y personas diversas desde el punto de vista étnico/cultural y etarioresponden a grupos tradicionalmente ausentes o estereotipados dentro de los materiales didácticos impresos (López-Navajas, 2014;Puentes y Gougherty, 2011;González-Palomares y Rey-Cao, 2013;Martínez-Bello, 2013;Zapico, 2015), lo que parece trasladarse también, al menos parcialmente, a los MDD.…”