How to hit a moving target: 35 years of gender and sexual diversity in teacher education

Airton, Lee; Koecher, Austen

doi:10.1016/j.tate.2018.11.004

Cited by 46 publications

(34 citation statements)

References 99 publications

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“…In this university context and after the review of several pieces of research, we found a common problem independent of the field of study from research focused on degrees related to the Social Sciences, such as those related to Health Sciences [36]. Specific focus should be given to studies into teacher training [37][38][39][40], highlighting the need to incorporate education into gender and sexual diversity in initial teacher training, as they will have a primary responsibility for developing a comprehensive education in their future students [38].…”

Section: Introductionmentioning

confidence: 91%

Perception of Gender-Based Violence and Sexual Harassment in University Students: Analysis of the Information Sources and Risk within a Relationship

Osuna-Rodríguez

Rodríguez-Osuna

Dios

et al. 2020

IJERPH

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In a truly democratic society, there should be no place for any kind of discrimination or violence. Among the basic tools for eradicating discrimination and violence against women, education has a crucial role to play. Education about gender should be considered at all levels, in all year groups and across the curriculum, so as to improve education about this subject. Although these matters are increasingly addressed, at university level, including at postgraduate level, they are often forgotten. The purpose of this study is to break down the level of knowledge of gender-based violence and/or sexual stalking, the sources of information most widely used for developing this knowledge, and beliefs about situations of risk in relationships among a sample of 268 Science and Social Science students at the University of Córdoba (Spain). The analysis was descriptive, comparative and correlative. Means and standard deviations were analyzed, and correlations were used to establish possible relations among the variables. Cluster analysis was used to distribute the sample with respect to knowledge of violence and Student’s t-test was used to identify differences between groups. The chi-squared test was used to find the association between variables such as situations of violence and places of residence. The results show that, although the experience of gender-based violence is among the least common sources of violence, there is evidence that these situations do exist, and the risk of violent acts and/or stalking is greater when couples break up. The perception of risk is higher when students have a greater knowledge of gender-based violence or sexual harassment and this perception is higher in women. As expected, greater knowledge is also associated with experience of this type of situation; however, place of residence was not linked to greater or lesser knowledge. Training in gender is considered essential and necessary in the university environment.

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Section: Introductionmentioning

confidence: 91%

Perception of Gender-Based Violence and Sexual Harassment in University Students: Analysis of the Information Sources and Risk within a Relationship

Osuna-Rodríguez

Rodríguez-Osuna

Dios

et al. 2020

IJERPH

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“…Trans pupils' right to identity and basic dignity is dependent on them submitting themselves to a pathologising and daunting process of justifying their needs and their identity to cis teachers or school administrators (Ingrey, 2018). This accommodation may be particularly hard for children who are gender fluid or nonbinary (Omercajic and Martino, 2020)-though it needs to be noted that the current literature has little consideration of nonbinary children (Airton and Koecher, 2019).…”

Section: Individual Accommodation On Requestmentioning

confidence: 99%

“…A individualised “accommodation on request” approach leaves the status quo intact, maintaining an “artificial hierarchy” (Serano, 2016 , 13) where the dominant gender (Ingrey, 2018 ) is validated as “natural,” in the process pathologising trans pupils' gender modality (that they are trans—Ashley, 2019d ) as requiring approval and exception from the “norm.” Trans pupils' right to identity and basic dignity is dependent on them submitting themselves to a pathologising and daunting process of justifying their needs and their identity to cis teachers or school administrators (Ingrey, 2018 ). This accommodation may be particularly hard for children who are gender fluid or non-binary (Omercajic and Martino, 2020 )—though it needs to be noted that the current literature has little consideration of non-binary children (Airton and Koecher, 2019 ).…”

Section: Global Literature Review On Trans Children In Educationmentioning

confidence: 99%

Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

Horton

2020

Front. Sociol.

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As more trans children find the confidence to make themselves known in our primary and secondary schools, school teachers and administrators look for guidance on how to best support trans pupils. This article synthesises findings from global literature on trans children in primary and secondary education (K1-12 in the US), extracting key themes and conclusions. It then examines the most recent UK school guidance documents on trans inclusion, assessing which lessons and recommendations from global literature are represented. The article highlights existing good practices in visibility and representation and in protection from violence and harassment. Several areas where additional effort is needed are identified, including action on environmental stress and cisnormativity, addressing barriers to school trans-inclusivity and institutional accountability. A number of important shifts are called for: from adaptation on request to pre-emptive change; from accommodation to a rights-based approach; from pathologisation to trans-positivity. Finally, the article raises expectations on what it means to be an ally for trans children in education.

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“…Esto se debe al carácter intrínseco y extrínseco del concepto, el cual abarca aspectos propios del ser humano, asociado a los aspectos que su propio entorno. En el ámbito educativo, mediante la aplicación de diversas normativa, trata de adecuar y dar respuestas a estas necesidades, mediante la aplicación de diversos programas de intervención, los cuales se centran en cambios a nivel metodológico, para poder desarrollar una educación inclusiva, o en medidas sociales que permitan atender las necesidades existentes en el estudiante (Airton y Koecher, 2019;Barbato y Turri, 2019;De Araujo et al, 2019;Jurado et al, 2020;Leseth y Engelsrud, 2019;Preece, 2019;Riediger et al, 2019;Zhuwao et al, 2019).…”

Section: Conclusiones Y Discusiónunclassified

“…La diversidad en el ámbito educativo ofrece un campo muy amplio. Esta alberga diversas temáticas de estudios, ya sea diversidad cultural, discriminación o racismo (Leseth y Engelsrud, 2019), diversidad lingüística (Preece, 2019), por cuestiones de capacidad educativa (Azorín, 2017) e incluso diversidad sexual y de género (Airton y Koecher, 2019) en cualquier etapa educativa (Barbato y Turri, 2019). El término de diversidad suele ir asociado al de equidad (Byrd, 2019).…”

Section: Introductionunclassified

Evolución e incidencia, en WOS, de la diversidad en el ámbito educativo

Moreno-Guerrero

Molina²,

Sadio-Ramos³

et al. 2020

REOP

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RESUMENLa diversidad en el ámbito educativo abarca una gran cantidad de acepciones, tales como la diversidad cultural, lingüística, de identidad sexual, de género y de capacidad educativa, entre otros aspectos. La finalidad de este estudio es analizar el desarrollo de las investigaciones sobre la diversidad en el ámbito educativo, teniendo en cuenta la producción científica en la base de datos de Web of Science (WoS), en el periodo comprendido entre 2009 y 2019, ambos inclusive. Para ello se ha desarrollado un estudio bibliométrico haciendo uso de técnicas de rastreo, cuantificación documental y mapeo analítico. Se han analizado un total de 25958 documentos extraídos de la búsqueda, realizada en Web of Science, mediante las siguientes combinaciones de palabras: diversity AND education, diversity AND inclusión y diversity AND intervention. Los resultados muestran el auge de la temática de estudio en la comunidad educativa, en la que los artículos escritos en inglés son los principales medios utilizados para comunicar las investigaciones, siendo Estados Unidos el país que más repercusión tiene actualmente. Se puede concluir que la temática “diversidad” se centra en aspectos relacionados con la equidad, la justicia social, los estudiantes, la identidad, la inclusión, la educación, el multiculturalismo y el género, aunque también está cogiendo fuerza estudios relacionados con las actitudes, las mujeres y la desnutrición, siendo cada vez más relevantes y abundantes dichas investigaciones sobre esta temática.ABSTRACT Diversity in education encompasses a wide range of meanings, such as cultural diversity, linguistic diversity, sexual identity, gender diversity and educational capacity, among others. The purpose of this study is to analyze the development of research on diversity in the educational field, taking into account the scientific production in the Web of Science (WoS) database, in the period from 2009 to 2019, both inclusive. To this end, a bibliometric study has been developed using tracking techniques, documentary quantification and analytical mapping. A total of 25958 documents extracted from the Web of Science search were analysed using the following word combinations: diversity AND education, diversity AND inclusion and diversity AND intervention. The results show the rise of the study topic in the educational community, in which articles written in English are the main means used to communicate the research, being the United States the country that has more repercussion at the moment. It can be concluded that the theme of diversity focuses on aspects related to equity, social justice, students, identity, inclusion, education, multiculturalism and gender, although studies related to attitudes, women and malnutrition are also gaining strength, with such research being increasingly relevant and abundant on this subject.

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How to hit a moving target: 35 years of gender and sexual diversity in teacher education

Cited by 46 publications

References 99 publications

Perception of Gender-Based Violence and Sexual Harassment in University Students: Analysis of the Information Sources and Risk within a Relationship

Perception of Gender-Based Violence and Sexual Harassment in University Students: Analysis of the Information Sources and Risk within a Relationship

Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

Evolución e incidencia, en WOS, de la diversidad en el ámbito educativo

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How to hit a moving target: 35 years of gender and sexual diversity in teacher education

Cited by 46 publications

References 99 publications

Perception of Gender-Based Violence and Sexual Harassment in University Students: Analysis of the Information Sources and Risk within a Relationship

Perception of Gender-Based Violence and Sexual Harassment in University Students: Analysis of the Information Sources and Risk within a Relationship

Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

Evolución e incidencia, en WOS, de la diversidad en el ámbito educativo

Contact Info

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How to hit a moving target: 35 years of gender and sexual diversity in teacher education