From Homo’poly to Openup! lessons learned on LGB in education in schools across Europe

Abstract

This paper captures the lessons learned from Homo’poly, an ERASMUS+ project on awareness and understanding of homosexuality in schools. Homo’poly was implemented between 2016 and 2019 in eight European countries: Belgium, Germany, the Netherlands, Poland, Spain, Turkey, Hungary and the United Kingdom. Throughout the project, partner institutions noted that homophobia, a lack of wider community engagement and (notably in Central and Eastern Eruope) limited political support proved to be significant stumbling blocks. The authors build on a survey of partner institutions to further explore these challenges and set out proposed directions for future activities and research.

Internationalisation and Professionalisation in Teacher Education: Challenges and Perspectives

“…Several papers address discrimination against homosexuals and how individual characteristics shape views and attitudes toward homosexuality. Overall, the evidence suggests that age (Treas, 2002), gender (De Witte, Iterbeke, & Holz, 2019), religion (Adamczyk & Pitt, 2009;Jäckle & Wenzelburger, 2015;Sherkat, et al, 2011), education (Irwin & Thompson, 1978;Kolozsli, 2010;Ohlander, Batalova & Treas, 2005), moral values (Scheepers, Te Grotenhuis & Van Der Slik, 2002), country (Geunis & Holz, 2020;Mazrekaj, De Witte & Cabus, 2020) and others factors affect individuals' perspectives regarding these issues.…”

A systematic mapping literature review of education around sexual and gender diversities

“…Health care Medical students 31 Bakhai et al, 2016;Underman et al, 2016;Bonvicini, 2017;Holthouser et al, 2017;Sanchez et al, 2017;Beck Dallaghan et al, 2018;Cooper et al, 2018;Dudar et al, 2018;Ufomata et al, 2018;Gavzy et al, 2019;Nowaskie and Patel, 2020;Minturn et al, 2021;Tollemache et al, 2021 Nursing students Eliason et al, 2011;Aaberg, 2016;Hickerson et al, 2018;McEwing, 2020;Ray King et al, 2021;Sherman et al, 2021b Pharmacy students Mandap et al, 2014;Nowaskie and Patel, 2021 Biomedical students Muntinga et al, 2016 Staff members Seaborne et al, 2015;Bristol et al, 2018;Higgins et al, 2019 Transgender care Johnson et al, 2018;Sherman et al, 2021a Framework for improvement Eckstrand et al, 2017;Altneu et al, 2020Contents McDowell et al, 2020Pratt-Chapman, 2020 People's experiences or point of views Bacon, 2013;Formby, 2015Formby, , 2017Magnus and Lundin, 2016;Santos et al, 2018;Geunis and Holz, 2020 Teachers 13 Neary, 2013;Francis and Reygan, 2016;Henderson, 2019;…”