Policy and Gay, Lesbian, Bisexual, Transgender and Intersex Students:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cham [u.a.]
Springer International Publishing
2015
|
| Schriftenreihe: | Policy Implications of Research in Education
6 |
| Schlagworte: | |
| Online-Zugang: | UPA01 Volltext Inhaltsverzeichnis Abstract |
| Beschreibung: | 1 Online-Ressource (XV, 158 p. 19 illus., 18 illus. in color) |
| ISBN: | 9783319119915 |
| DOI: | 10.1007/978-3-319-11991-5 |
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Datensatz im Suchindex
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|---|---|
| adam_text | POLICY AND GAY, LESBIAN, BISEXUAL, TRANSGENDER AND INTERSEX STUDENTS
/ JONES, TIFFANY
: 2015
TABLE OF CONTENTS / INHALTSVERZEICHNIS
ACKNOWLEDGEMENTS
GLOSSARY
SYMBOLS & ABBREVIATIONS
CHAPTER ONE: WHY IS POLICY PRESUMED POWERFUL?- 1.1 INTRODUCTION
1.2 WHY A POLICY BOOK?- 1.2.1 A POLICY PUSH.-1.2.2 PRESUPPOSITIONS
AROUND POLICY’S POWER
1.3 WHAT THIS BOOK COVERS
1.3.1 HOW THE ‘GLBTIQ’ ACRONYM IS USED
1.3.2 HOW ‘SEXUALITY’ AND ‘SEXUALITY EDUCATION’ ARE USED
1.3.3 WHY SECONDARY SCHOOLING?- 1.4 WHAT IS POLICY, ANYWAY?- 1.4.1
POLICY AND POWER
1.4.2 POLICY AS DISCURSIVE
1.4.3 DISCOURSE AND POWER
1.5 CONCLUSION
CHAPTER TWO: GLBTIQ STUDENTS; WHAT’S THE PROBLEM?- 2.1 INTRODUCTION
2.11 RESEARCH ON GLBTIQ STUDENTS
2.12 RESEARCH GAPS
2.2 ‘GLBTIQ STUDENT’ CONSTRUCTIONS ARE DISCURSIVE
2.3 DISCOURSE EXEMPLARS
2.4 ORIENTATION-BASED SEXUALITY EDUCATION DISCOURSE EXEMPLAR
2.4.1 CONSERVATIVE
2.4.2 LIBERAL
2.4.3 CRITICAL
2.4.4 POST-MODERN
2.5 CONCLUSION
CHAPTER THREE: STUDYING POLICY IMPACTS
3.1 INTRODUCTION
3.2 METHODOLOGY: CRITICAL DISCOURSE ANALYSIS
3.1.1 ADAPTATION OF CDA
3.1.2 POST-MODERN APPROACH TO DESCRIPTION STAGE
3.1.3 BOTH CORE AND INNOVATIVE TECHNIQUES
3.3 RESEARCH PROCEDURES
3.3.1 DATA SOURCES AND COLLECTION METHODS
3.3.2 SOURCE ONE: POLICIES – TEXTUAL ANALYSIS
3.3.3 SOURCE TWO: KEY INFORMANT INTERVIEWS
3.3.4 SOURCE THREE: SURVEY DATA – QUANTITATIVE AND QUALITATIVE
ANALYSIS
3.4 DATA ANALYSIS
3.4.1 LEXIMANCER ANALYSIS OF POLICY DOCUMENTS
3.4.2 FAIRCLOUGH’S 10 CDA QUESTIONS
3.4.3 VISUAL CDA TECHNIQUES
3.4.4 FAIRCLOUGH’S ANALYSIS OF DISCURSIVE PRACTICES
3.5 ETHICAL CONSIDERATIONS
3.6 CONCLUSION
CHAPTER FOUR: HOW DO AUSTRALIAN POLICIES TREAT GLBTIQ STUDENTS?- 4.1
INTRODUCTION
4.2 MAPPING THE POLICY TERRAIN – OVERVIEW OF THE CORPUS
4.2.1 NATIONAL POLICIES: INCLUSION IN PRINCIPLE
4.2.2 THE POLICY STATES OF THE NATION
4.2.3 CONCLUSIONS ABOUT POLICY DISCOURSES
4.3 CONSTRUCTIONS OF GLBTIQ STUDENTS IN KEY POLICIES
4.3.1 NATIONAL: PART OF THE GENERAL DIVERSITY
4.3.2 NSW: PROTECTED VICTIMS, POTENTIAL COMPLAINANTS
4.3.3 QLD: INTERPRETIVELY INCLUDED, OR NOT NEEDY ENOUGH
4.3.4 VICTORIA: DEECD: PROTECTED NEEDY ‘AT RISK’ VICTIMS
4.3.5 CONCLUSIONS ABOUT HOW CONSTRUCTIONS FUNCTION
4.4 CONCLUSION
CHAPTER FIVE: WHICH POLICIES ARE USEFUL?- 5.1 INTRODUCTION
5.2 AUSTRALIAN GLBTIQ STUDENTS
5.3 USEFULNESS OF POLICIES IN ENHANCING SCHOOL LEVEL POLICY PROTECTION
5.3.1 NATIONAL
5.3.2 STATE LEVEL
5.4 USEFULNESS OF POLICIES IN INCREASING THE PURCHASE OF AFFIRMING
DISCOURSES
5.4.1 NATIONAL
5.4.2 STATE LEVEL
5.4.3 SCHOOL LEVEL
5.5 USEFULNESS OF POLICIES IN ENCOURAGING SUPPORT FEATURES
5.5.1 NATIONAL
5.5.2 STATE LEVEL
5.5.3 SCHOOL LEVEL
5.6 USEFULNESS OF POLICIES IN ENCOURAGING SUPPORTIVE SCHOOL CLIMATES
5.6.1 NATIONAL
5.6.2 STATE LEVEL
5.6.3 SCHOOL LEVEL
5.7 CONCLUSION
CHAPTER SIX: CONCLUSIONS & OUTCOMES
6.1 DISCUSSION OF FINDINGS
6.1.1 POLICY POSITIONS: PAUCITY AND POLYVALENCE
6.1.2 POLICY’S USES AND USEFULNESS
6.1.3 POLICY’S PRESUMED POWERS
6.2 CONCLUSIONS
6.2.1 PREFERABLE POLICY POSITIONS
6.2.2 USEFUL POLICIES
6.2.3 POLICIES WITH ENHANCED POWERS
6.2.4 LIMITATIONS
6.3 IMPLICATIONS
6.3.1 FOR EDUCATION BODIES AND POLICY MAKERS
6.3.2 FOR POLICY ADVOCATES AND ACTIVISTS
6.3.3 FOR SCHOOL STAFF
6.3.4 FOR TEACHER EDUCATORS
6.3.5 FOR STUDENTS
6.3.6 FOR ACADEMICS
6.4 OUTCOMES
6.4.1 BRIEF OVERVIEW OF DISSEMINATION
6.4.2 INTERNATIONAL AND NATIONAL OUTCOMES
6.4.3 STATE-SPECIFIC OUTCOMES
6.5 CONCLUSION
DIESES SCHRIFTSTUECK WURDE MASCHINELL ERZEUGT.
POLICY AND GAY, LESBIAN, BISEXUAL, TRANSGENDER AND INTERSEX STUDENTS
/ JONES, TIFFANY
: 2015
ABSTRACT / INHALTSTEXT
THIS BOOK ADDRESSES POLICY RESEARCH ON HOMOPHOBIC AND TRANSPHOBIC
BULLYING IN SCHOOLS. IT COVERS QUANTITATIVE AND QUALITATIVE RESEARCH
INTO POLICY IMPACTS FOR GAY, LESBIAN, BISEXUAL, TRANSGENDER AND INTERSEX
STUDENTS. IT DRAWS ON A LARGE-SCALE AUSTRALIAN STUDY OF THE IMPACTS OF
DIFFERENT KINDS OF POLICY AT THE NATIONAL, STATE, SECTOR AND SCHOOL
LEVEL. THE STUDY COVERS OVER 80 POLICIES, INTERVIEWS WITH KEY POLICY
INFORMANTS AND SURVEY DATA FROM 3,134 GLBTIQ STUDENTS. SINCE NEW
GUIDELINES WERE RELEASED BY UNESCO, HOMOPHOBIC AND TRANSPHOBIC BULLYING
IN SCHOOLS HAS BECOME A KEY AREA OF INTEREST AROUND THE WORLD. THERE HAS
BEEN MUCH PRESSURE ON EDUCATIONAL LEADERSHIP TO ENGAGE WITH THESE ISSUES
SINCE THE UN RELEASED INTERNATIONAL HUMAN RIGHTS LEGISLATION ON SEXUAL
ORIENTATION AND GENDER IDENTITY THAT HAVE IMPLICATIONS FOR STUDENT
RIGHTS.THE BOOK PRESENTS STATISTICALLY SIGNIFICANT CORRELATIONS BETWEEN
SPECIFIC TYPES OF STATE AND SCHOOL LEVEL EDUCATION POLICIES THAT
EXPLICITLY NAMED HOMOPHOBIA/ GLBTIQ STUDENT ISSUES, AND LOWERED
INCIDENCE OF HOMOPHOBIC BULLYING, LOWERED RISK OF SUICIDE AND SELF-HARM
FOR THESE STUDENTS. IT INCLUDES STORIES FROM POLICY MAKERS ON HOW THE
POLICIES CAME TO BE (THROUGH LAWSUITS, MINISTERIAL INQUIRIES AND
POLITICAL ACTIVISM), RIGHT THROUGH TO THE STORIES OF STUDENTS THEMSELVES
AND HOW THEY INDIVIDUALLY FELT THE IMPACTS OF POLICIES OR POLICY LACKS.
INTERNATIONAL CONTEXTS OF HOMOPHOBIC AND TRANSPHOBIC BULLYING ARE
DISCUSSED, AS WELL AS RECENT TRANSNATIONAL WORK IN THIS FIELD. THE BOOK
CONSIDERS THE DIFFERENT TYPES OF COLLABORATIONS THAT CAN LEAD TO FURTHER
POLICY DEVELOPMENT, THE TRANSFERABILITY OF THE RESEARCH AND SOME OF THE
BENEFITS AND PROBLEMS WITH TRANSNATIONAL POLICY ADOPTIONS
DIESES SCHRIFTSTUECK WURDE MASCHINELL ERZEUGT.
|
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| series2 | Policy Implications of Research in Education |
| spelling | Jones, Tiffany Verfasser aut Policy and Gay, Lesbian, Bisexual, Transgender and Intersex Students Tiffany Jones Cham [u.a.] Springer International Publishing 2015 1 Online-Ressource (XV, 158 p. 19 illus., 18 illus. in color) txt rdacontent c rdamedia cr rdacarrier Policy Implications of Research in Education 6 Erziehung Education Erscheint auch als Druckausgabe 978-3-319-11990-8 Policy Implications of Research in Education 6 (DE-604)BV046136420 6 https://doi.org/10.1007/978-3-319-11991-5 Verlag Volltext Springer Fremddatenuebernahme application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027764574&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Springer Fremddatenuebernahme application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027764574&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Jones, Tiffany Policy and Gay, Lesbian, Bisexual, Transgender and Intersex Students Policy Implications of Research in Education Erziehung Education |
| title | Policy and Gay, Lesbian, Bisexual, Transgender and Intersex Students |
| title_auth | Policy and Gay, Lesbian, Bisexual, Transgender and Intersex Students |
| title_exact_search | Policy and Gay, Lesbian, Bisexual, Transgender and Intersex Students |
| title_full | Policy and Gay, Lesbian, Bisexual, Transgender and Intersex Students Tiffany Jones |
| title_fullStr | Policy and Gay, Lesbian, Bisexual, Transgender and Intersex Students Tiffany Jones |
| title_full_unstemmed | Policy and Gay, Lesbian, Bisexual, Transgender and Intersex Students Tiffany Jones |
| title_short | Policy and Gay, Lesbian, Bisexual, Transgender and Intersex Students |
| title_sort | policy and gay lesbian bisexual transgender and intersex students |
| topic | Erziehung Education |
| topic_facet | Erziehung Education |
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