Policy and Gay, Lesbian, Bisexual, Transgender and Intersex Students

• Κύριος συγγραφέας: Jones, Tiffany (Συγγραφέας)
• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Cham : Springer International Publishing : Imprint: Springer, 2015.
• Σειρά: Policy Implications of Research in Education ; 6
• Θέματα: Education.; School management and organization.; School administration.; Educational policy.; ducation and state.; Educational sociology.; Education and sociology.; Sociology, Educational.; Educational Policy and Politics.; Administration, Organization and Leadership.; Sociology of Education.

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 po...

Πίνακας περιεχομένων:

• 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.