The changing experiences of primary teachers: responding to scenarios involving diverse sexualities

Leent, Lisa van; Ryan, Mary

doi:10.1080/13603116.2015.1111443

Cited by 13 publications

(7 citation statements)

References 45 publications

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“…This paper provides further evidence to substantiate calls for the development of a multiplicity of interventions to address the gap in training, resources and support provided to teachers and practitioners in training (and in service) (Carlile, 2019;van Leent & Ryan, 2015). The findings highlight three core sites of struggle for prospective educators to engage with in their thinking and positioning towards RSE, and how CRE intersected with elements of queer theory and critical pedagogy can support students in navigating these problematic areas.…”

Section: Concluding Reflectionsmentioning

confidence: 58%

“…However, the controversial nature and low status of RSE have led to a gap in the provision of in-depth guidance and support. As a result, teaching RSE can be an 'emotionally charged' (p. 11) and complex experience for educators (van Leent & Ryan, 2015). In a study comparing practices of development and deployment of RSE in the Netherlands and in England, Lewis and Knijn (2002) argue that the 'adversarial nature' (p. 126) of attitudes towards RSE in England has historically led to mixed approaches in its delivery, both in terms of content and quality.…”

Section: Relationships and Sex Education Through Educationmentioning

confidence: 99%

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Examining Relationships and Sex Education through a child rights lens: an intersectional approach

Zanatta

2021

HRER

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Inspired by Audrey Osler’s call for the development of novel approaches to intersectionality in human rights education praxis, this article presents an undergraduate module on Children’s Rights, examining processes of teaching and learning about rights through the topic of Relationships and Sex Education (RSE). The module, designed for future educators, intersects elements of children’s rights education with the theoretical positions of queer studies and critical pedagogy. Drawing on data from two focus groups, consisting of students following the programme, the author analyses students’ views and attitudes to RSE, using Foucault’s overarching concept of problematisation and the concept of sites of struggle. Data analysis reveals tensions and potential clashes between the students’ professional selves, their personal values, and elements of the theoretical framework adopted in the course. These tensions are nevertheless constructive, highlighting the potential of children’s rights education to contribute to transformative human development.

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Section: Concluding Reflectionsmentioning

confidence: 58%

Section: Relationships and Sex Education Through Educationmentioning

confidence: 99%

Examining Relationships and Sex Education through a child rights lens: an intersectional approach

Zanatta

2021

HRER

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“…In particular, the article examines how an official curriculum is taken up in chains of related policy texts, unleashing actions that determine how primary school teachers approach gender and sexual diversity. 1 Primary school teachers respond to GSD with a range of pedagogical approaches and through a variety of scenarios which form part of their everyday work, including their interactions with curriculum (van Leent & Ryan, 2016).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ representations of genders and sexualities in primary school: the power of curriculum and an institutional ideological code

Leent

Spina

2022

Aust. Educ. Res.

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Texts such as curriculum and policy documents work in complex ways to coordinate teachers’ work and approaches to diverse genders and sexualities. Although it might be assumed that official, mandated curricula determine teachers’ curriculum choices, little is known about the extent of textual influences on how teachers represent genders and sexualities in primary schooling. This institutional ethnographic study investigated how the Australian national curriculum coordinated teachers’ curriculum decisions in one Australian primary school. Drawing on the work of Dorothy E. Smith, we found that teachers and school leaders use multiple institutional texts to guide curriculum choices. Although diverse genders and sexualities are visible in the Australian Curriculum (minimally so), we found curriculum and related policy texts were shaped by an ideological code that conceals diverse sexualities and genders. We argue that dominant hetero-cis-normative practices embedded in chains of texts remain powerful, shaping representations of genders and sexualities in primary schooling.

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“…Sexuality education continues into formal education contexts via the curriculum, prior knowledge and through topics that children raise themselves. Primary schools are places where teachers reveal they encounter a range of scenarios in which diverse sexualities arise including but not limited to: Children discussing same-sex 'love' feelings, questions about sexual acts, homophobic/transphobic bullying and harassment, gender and sexuality diverse families (van Leent and Ryan 2015).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Intersections of the Convention on the Rights of the Child General Principles and Diverse Sexes, Genders and Sexualities in Education

Gillett-Swan

Leent

2019

Social Sciences

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Using a rights framework underpinned by the general principles of the Convention on the Rights of the Child of; best interests, participation/respect for the child’s views, non-discrimination and life, survival and development, this paper outlines four key tensions for rights realisation in the context of diverse sexes, genders and sexualities in education. Children are commonly acknowledged as being more knowledgeable than previous generations about sexual orientation and gender identity and expression. Gender and sexuality are relevant in young people’s daily lives as the Western world is increasingly acknowledging children’s exposure, access and awareness to such knowledge. Even so, diverse sexes, genders and sexualities are still largely considered taboo and controversial in formal schooling contexts. Emerging tensions in contemporary education practices related to diverse sexes, genders and sexualities due to pervading opinions about its appropriateness need interrogation and discussion. Conceptualisations of childhood innocence and heteronormativity are used to analyse tensions between the Convention and the reality of the complexities involved in actualising children’s rights in this context of diversity. Through its general principles, a way forward is offered to value and embrace the rights of children to learn about diversity in safe and inclusive educational environments.

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The changing experiences of primary teachers: responding to scenarios involving diverse sexualities

Cited by 13 publications

References 45 publications

Examining Relationships and Sex Education through a child rights lens: an intersectional approach

Examining Relationships and Sex Education through a child rights lens: an intersectional approach

Teachers’ representations of genders and sexualities in primary school: the power of curriculum and an institutional ideological code

Exploring the Intersections of the Convention on the Rights of the Child General Principles and Diverse Sexes, Genders and Sexualities in Education

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