Journal article
English classrooms and curricular justice for the recognition of LGBT individuals: What can teachers do?
Australian Journal of Teacher Education, Vol.42(9), pp.77-92
2017
Abstract
Discrimination against LGBT1 individuals remains widespread across Australia. Since schools continue to promote regimes of heterosexuality and cis-normativity, teachers have a crucial role in creating contexts in which LGBT young people feel accepted and safe. Drawing on North's (2006) work on social justice and Connell's (2012) discussion of curricular justice, this article explores opportunities and constraints experienced by a group of English secondary teachers attempting to practise in socially just ways. Results indicate that through the English curriculum, it is possible for teachers to find moments to achieve social justice for LGBT individuals.
Details
- Title
- English classrooms and curricular justice for the recognition of LGBT individuals: What can teachers do?
- Authors/Creators
- J. Pearce (Author/Creator)W. Cumming-Potvin (Author/Creator)
- Publication Details
- Australian Journal of Teacher Education, Vol.42(9), pp.77-92
- Publisher
- School of Education, Edith Cowan University
- Number of pages
- 16
- Identifiers
- 991005542810107891
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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