No outsiders in our school: Neglected characteristics and the argument against childhood ignorance

Moffat, Andrew; Field, Lewis

doi:10.53841/bpsecp.2020.37.1.101

Cited by 2 publications

(1 citation statement)

References 61 publications

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“…While the need to implement inclusive, comprehensive RSE has particular resonance, this is hardly unique to Ireland. Recommendations from other jurisdictions call for relevant and inclusive LGBT+ puberty, sexuality and relationships education as part of a commitment to embedding an ethos of diversity and inclusion within schools [106][107][108][109][110][111]. In addition, this article has resonance in the context of recent developments in the US with the introduction of what the media have termed the 'Don't Say Gay' bill in Florida, and the legislation preventing affirming care for trans youth in Texas [112].…”

Section: Recognition Of Lgbt+ Human Rightsmentioning

confidence: 99%

Beyond ‘Voice’ to ‘Learning with’: A Multiple Streams Policy Analysis and Qualitative Exploration Problematizing Representations of Young LGBT+ Identities

Ceatha

Kelly²,

Killeen³

et al. 2022

Youth

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Hearing young voices is of paramount importance, particularly as some voices are seldom-heard, including those of lesbian, gay, bisexual and transgender (LGBT+) youth. Recent research highlighting mental health disparities for these populations led to the formation of the Irish LGBTI+ National Youth Strategy, which prioritized youth participation through a Youth Advisory Group (YAG). A policy analysis of the initiation of the Strategy outlines the convergence of problems, policies and politics using a Multiple Streams Approach (MSA), with quantitative literature suggesting substantial vulnerabilities. This is enhanced through qualitative exploration of the views of six youth co-authors, with experiential expertise, and as YAG members. A university ethics committee granted approval for online recorded consultations via group, pair and individual interviews. The theme of ‘seen and heard’ highlighted unprompted discussions on discursive assumptions representing young LGBT+ identities almost solely in relation to mental health risk. These rich narratives problematize the (in)visibility and silence in representations of the diversity of LGBT+ youth identities, which may inadvertently reinforce stigma. This underscores the need for comprehensive and inclusive school curricula. While MSA may explain prioritization for policy initiation, participation potentially disrupts unintended negative consequences. This article concludes by emphasizing how ‘learning with’ LGBT+ young people can ensure research, policy and practice speaks directly to youth interests and concerns.

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Section: Recognition Of Lgbt+ Human Rightsmentioning

confidence: 99%

Beyond ‘Voice’ to ‘Learning with’: A Multiple Streams Policy Analysis and Qualitative Exploration Problematizing Representations of Young LGBT+ Identities

Ceatha

Kelly²,

Killeen³

et al. 2022

Youth

View full text Add to dashboard Cite

show abstract

Protective Factors for LGBTI+ Youth Wellbeing: A Scoping Review Underpinned by Recognition Theory

Ceatha

Koay

Buggy

et al. 2021

IJERPH

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Considerable research has been undertaken regarding the mental health inequalities experienced by lesbian, gay, bisexual, transgender and intersex (LGBTI+) youth as a consequence of societal and individual prejudice, stigma and discrimination. Far less research has focussed on protective factors that promote wellbeing for this population. A scoping review was conducted using a six-stage methodological framework, and is reported in accordance with the PRISMA-ScR statement. This explored the extent, range and nature of the peer-reviewed, published, academic literature on what is known about the protective factors that promote LGBTI+ youth wellbeing. Six databases were systematically searched applying Population–Concept–Context key inclusion criteria, complemented by contact with authors to identify additional sources, reference checks and hand searches. Ninety-six individual research records were identified and analysed, drawing from Honneth’s Recognition Theory. Interpersonal relations with parents (n = 40), peers (n = 32) and providers (n = 22) were associated with indicators of enhanced wellbeing, as were LGBTI+ community relations (n = 32). Importantly, online (n = 10), faith (n = 10) and cultural (n = 5) communities were potentially protective. Content and thematic analysis highlighted the importance of Gay–Straight Alliances (GSAs) (n = 23) offering powerful protective opportunities through intersecting interpersonal, community and legal forms of recognition. GSAs enhance allyship by peers and providers (n = 21), facilitate access to LGBTI+ community networks (n = 11) and co-exist alongside inclusive policies (n = 12), curricular (n = 5) and extracurricular activities (n = 1). This scoping review underscores the need to move beyond the predominant focus on risk factors for LGBTI+ youth, which subsequently inform protectionist approaches. It concludes with an appeal to develop mechanisms to apply recognitive justice to policy, practice and, importantly, future research directions. This emphasises the salience of enhanced understandings of inclusion, which is rights-based, universally available and of potential benefit to all.

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No outsiders in our school: Neglected characteristics and the argument against childhood ignorance

Cited by 2 publications

References 61 publications

Beyond ‘Voice’ to ‘Learning with’: A Multiple Streams Policy Analysis and Qualitative Exploration Problematizing Representations of Young LGBT+ Identities

Beyond ‘Voice’ to ‘Learning with’: A Multiple Streams Policy Analysis and Qualitative Exploration Problematizing Representations of Young LGBT+ Identities

Protective Factors for LGBTI+ Youth Wellbeing: A Scoping Review Underpinned by Recognition Theory

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