Wendy Cumming-Potvin

Although the status of human rights with respect to diversity in gender and sexuality has improved over the past two decades, discrimination against LGBTQI individuals in Australia remains unacceptable in terms of social attitudes, policies and practices (Australian Human Rights Commission, 2015). Young LGBTQI people, in particular, face discrimination in many aspects of their daily lives. Educational experiences can be especially negative, with schools identified as sites where students are often at risk of bullying, harassment and other forms of violence in relation to their diverse or perceived diverse genders or sexualities (Greytak, Kosciw & Diaz, 2009; Hillier, Jones, Monagle, Overton, Gahan, Blackman & Mitchell, 2010; Kosciw, Greytak, Boesen, Bartkiewicz & Palmer, 2011; Robinson, Bansel, Denson, Ovendon & Davies; Taylor et al., 2014). When LGBTQI identifying young people or those from LGBTQI families feel unsafe in schools or unrepresented by the curriculum, the Australian education system’s capacity to promote mental health, well-being and academic outcome s for all students is compromised. Given legislative requirements, human rights are the business of all educational stakeholders, with teachers playing a key role in making a positive difference to young people’s lives. Supporting gender and sexual diversity in high schools: Building conversations for LGBTQI human rights in the English classroom is based on a Young and Well CRC research project that examines the perceptions and practices of a group of high school English teachers who were exploring ways to work in this area. The discussion that follows is informed by the words and experiences of the teachers interviewed for this project.

This research was planned to investigate three semester-length courses/units1 that were designed to introduce students to the university environment, and that thoughtfully blended technology and communication between teachers and students. The planned research objectives, methods and outcomes are given below, as submitted in the original application for funding: The three courses initially planned for investigation2 were: • T100: Introduction to University Learning, offered at two campuses in on-campus, blended and distance modes; • F100: Foundation Unit, offered at one Australian campus and transnationally, and in on-campus, blended and distance modes; • E10x: One of several introductory first year teacher education courses, offered at several campuses in on-campus blended and online modes;

Initiatives designed to support young people’s engagement, participation and civic involvement with community have grown in popularity in Australia over the past decade. This is coincident with an increased emphasis on communitarian aspirations such as building community, promoting civics and encouraging social capital (Bessant, 1997; Botsman & Latham, 2001; Brennan, 1998; Harris, 1999). In this new policy environment, young people’s social problems, issues and needs are largely seen as a reflection of their declining levels of inclusion in civic life, a loss in community, a failure on the part of local associations to encourage social cohesion at the local level and a growing distance between the generations. According to those advancing this style of social policy, something has gone awfully wrong with the social fabric, community participation is dropping and different generations are becoming cut off from each other. The answer is often seen to be in interventions that develop social capital, build community capacity, encourage partnerships, support community enterprise, and strengthen democratic and civic participation. Precisely what this means, or how it might be achieved in youth practice settings, is not clear. Intergenerational practice has emerged as one general approach that may help put substance to aspirations for bringing young people into closer contact with others in their community. Although as yet not a significant part of the Australian policy landscape, the field of intergenerational practice has gained considerable support in the United States and is growing rapidly in Europe.

The Application Service Provider (ASP) Trial involving approximately 260 teachers and 3500 children, was implemented to test the suitability of curriculum service delivery through an application service provision mechanism. Overall the Trial provided qualitative feedback on the technical, curriculum and change management implications of a controlled rollout of Education to Community for the Department of Education and Training in Western Australia. The Murdoch Team investigated the impact of the technology infrastructure on teachers' capability with ICTs, the learning opportunities afforded by the ICTs and the changes to pedagogy as a result of the techology.