LGBT Issues (Education)

Pogorzelska M., Rudnicki P., (2020), Przecież jesteśmy! Przemoc homofobiczna w polskich szkołach - narracje gejów i lesbijek, "Impuls": Opole-Wrocław.

https://impulsoficyna.pl/psychologia/2102-przeciez-jestesmy-homofobiczna-przemoc-w-polskich-szkolach-narracje-gejow-i-lesbijek.html?fbclid=IwAR2zWATu7K4juikj0c4aMi1IKiugCRjR92FBaDYJwg3pU2OzDc1AoF3BTRg

Abstrat:
The publication is an interdisciplinary analysis of both homophobic violence and the various dimensions of student resistance and emancipation. The theoretical framework of the work consists of critical pedagogical, sociological and linguistic concepts in which qualitative methodologies used in research and interpretations: bricolage and Critical Discourse Analysis are rooted. The monograph presents the socio-cultural context of LGBT people's functioning, pointing to the interdependence of such phenomena as homophobia, heterosexism and heteronormativity. The empirical part is devoted to chapters on the analysis of school discourse, practices of violence and harassment as well as strategies for surviving in situations of oppression. Focus on the student perspective, interdisciplinarity, showing the complicated mechanisms creating the homophobic atmosphere of the school, but also proposals of intervention measures are features of the publication that make it go beyond the description and interpretation of the situation, becoming the voice of social change.

Abstrakt:
Publikacja jest interdyscyplinarną analizą zarówno homofobicznej przemocy jak i różnorodnych wymiarów uczniowskiego oporu i emancypacji. Ramę teoretyczną pracy tworzą  krytyczne koncepcje pedagogiczne, socjologiczne i językoznawcze, w których zakorzenione są wykorzystane w badaniach i interpretacjach metodologie jakościowe: brikolaż oraz Krytyczna Analiza Dyskursu. Monografia prezentuje kontekst społeczno-kulturowy funkcjonowania osób LGBT, wskazując na współzależność takich zjawisk jak homofobia, heteroseksizm i heteronormatywność. Część empiryczną zajmują rozdziały dotyczące analizy szkolnego dyskursu, praktyk przemocy i prześladowania oraz strategii przetrwania w sytuacji doznawanej opresji.  Koncentracja na perspektywie uczniowskiej, interdyscyplinarność, ukazanie skomplikowanych mechanizmów tworzących homofobiczny klimat szkoły, ale także propozycje działań interwencyjnych to cechy publikacji, które sprawiają, że wykracza ona poza opis i interpretację sytuacji, stając się głosem rzecz zmiany społecznej.

Resumo: O presente trabalho tem como objetivo demonstrar as situações vivenciadas por transexuais e travestis nas instituições educacionais brasileiras. Iremos abordar as dificuldades encontradas por eles/elas nesses ambientes, assim como as dificuldades em conseguir ingressar e permanecer nessas instituições em virtude do heteroterrorismo, reprodução da heteronormatividade, da homofobia e transfobia nas escolas. Muitas das/dos transexuais e das travestis são expulsas e impedidas de continuar a desenvolver seus conhecimentos nas escolas, fazendo assim com que essas pessoas não consigam muitas vezes concluir o ciclo básico de ensino e então não consigam chegar a uma instituição de ensino superior. Foi percebido com a produção deste trabalho, a necessidade de políticas públicas voltadas para a inserção e permanência de transexuais e travestis no ensino superior, propomos como uma forma de sanar essa falta a criação de ações afirmativas. Visando assim, uma forma de compensação, incentivo e como um paliativo de efetividade imediata. Porém, torna-se necessário em conjunto com as ações afirmativas, medidas em longo prazo para efetivação continuada desses direitos. Trata-se de uma pesquisa bibliográfica realizada a partir de materiais disponíveis na literatura científica a respeito da temática apresentada. Palavras-chave: ação afirmativa, educação, transfobia, heteronormatividade. 

Abstract: This study aims to demonstrate the situations experienced by transsexuals and transvestites in the Brazilian educational institutions. We will approach the difficulties encountered by them in these environments, as well as the difficulties at getting enter and remain in these institutions under "heteroterrorismo", reproduction of heteronormativity, homophobia and transphobia in schools. Many transsexuals and transvestites are expelled and prevented from further developing their knowledge in schools, thus making these people cannot often complete the basic cycle of education and then are unable to reach a higher education institution. It has been perceived with the production of this work, the need for public policies aimed at inclusion and transsexuals and transvestites stay in higher education, we propose as a way to remedy this lack the creation of affirmative actions. Aiming at thus a form of compensation, incentive and as a palliative for immediate effectiveness. However, it is necessary together with affirmative action, longterm measures to continued realization of these rights. This is a literature survey from materials available in the scientific literature about the theme presented. Keywords: affirmative action, education, transphobia, heteronormativity.

This chapter highlights some of the extant literature on LGBT students at Historically Black colleges and universities (HBCUs) and discusses some of the challenges they encounter at these institutions. Furthermore, it offers recommendations to help HBCUs be more intentional about creating a more affirming and inclusive campus environment for LGBT students.

Objective: To evaluate the potential of a 60-minute sexuality diversity workshop to address bullying in secondary
schools.
Methods: Students completed pre- and post-workshop questionnaires. Descriptive statistics were used to summarise
results with pre- to immediate post-workshop changes compared using t-tests. Thematic analysis was used to analyse
open-ended questionnaire responses.
Results: We had 229 students (mean age 13.7 years) attending 10 workshops participate in the study. Three-quarters
of students thought the workshop would reduce bullying in schools, and over 95% of the participants thought that
other secondary schools should offer the workshop. There was a significant increase in valuing (p < 0.001) and
understanding (p < 0.001) sexuality-diverse individuals (e.g. lesbian, gay and bisexual people), between the preand
post-workshop results. School climates were largely perceived to be ‘hard’ and included ‘bullying/mocking’ of
sexuality-diverse students; however, many individual students reported a desire to be supportive of their sexualitydiverse
peers.
Conclusions: Sexuality-based bullying is commonplace in secondary schools. This form of bullying is associated
with depression and suicide attempts. Reducing sexuality-based bullying is very likely to have a positive impact on
the mental health of young people. Brief workshops, as a part of a wider suite of interventions, have some potential
to create safer school environments.

El presente diagnóstico recopila las historias que recolectamos desde marzo hasta agosto del 2014 en la ciudad de Lima con el fin de conocer la situación de las personas LGBTIQ y la violencia a la que nos enfrentamos, así como de presentar los principales argumentos y recomendaciones para políticas públicas que garanticen plenamente los derechos humanos de esta población

Purpose: The purpose of this article is to provide insight to the multiple ways that school leaders resist, avoid, or block LGBTQ (lesbian, gay, bisexual, and transgender, queer, and questioning) professional development for their staff and, thus, resist the conversations around school responsibility to these students and families. Research Method: The data presented in this article include interviews and field notes drawn from evaluation studies of the Reduction of Stigma in Schools© professional development program and are related to a single emergent theme. Findings: School leaders who resisted LGBTQ professional development claimed such training was not relevant to their school contexts, the training would attract community backlash, the school board would not approve the training, or school personnel would not be interested in learning about LGBTQ students. Implications: The authors conclude that increasing LGBTQ content in educational leadership training is a necessary step for convincing school leadership that LGBTQ-competence is necessary for creating a positive school climate for all.

The purpose of this paper is to provide insight to the multiple ways that school leaders resist, avoid, or block LGBTQ professional development for their staff and thus resist the conversations around school responsibility to these students and families. School leaders who resisted LGBTQ professional development claimed that such training was not relevant to their school contexts, that the training would attract community backlash, that the school board would not approve the training, or that school personnel would not be interested in learning about LGBTQ students. Implications: Increasing LGBTQ content in educational leadership training is a necessary step for convincing school leadership that LGBTQ-competence is necessary for creating a positive school climate for all. Significant legal and cultural changes are putting pressure on administrators to rethink the work of creating inclusive schools. Same-sex marriage is now legal in all states, and many states' anti-bullying laws specifically protect LGBTQ students. However, conversations about sexual and gender identity remain highly contested terrain in K-12 settings (DePalma & Atkinson, 2006). Reasons for this are multiple, but often it is " because of [educators'] own fear and concerns and because of a prevailing belief that sexual orientation…is not an appropriate focus for education " (p.333). Expanding inclusion efforts to gender and sexual minority students and families necessitates " integrating or embedding diversity into the ordinary work or daily routines of an organization " (Ahmed, 2012, p.23). The work of recognizing and including sexual and gender diversity in K-12 schools requires identifying the normative assumptions about student, family, and teacher identity embedded in all facets of schools—from bathrooms to curriculum to student records to extracurricular activities to dress codes. It requires pursuing opportunities to expand the institutional imagination about who is occupying school spaces and who has always occupied them. Objectives or purposes Educational practices that account for diversity and pursue social justice are critical for improving school life for LGBTQ youth. Broadly, social justice education aims to create conditions of equitable recognition and access to resources and opportunities (North, 2008). Achieving such conditions requires identifying how institutions privilege dominant identities and