Teachers’ professional learning to affirm transgender, non-binary, and gender-creative youth: experiences and recommendations from the field
Teachers’ professional learning to affirm transgender, non-binary, and gender-creative youth: experiences and recommendations from the field
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教师通过专业学习来肯定跨性别、非二元性别和具有性别创造力的青年：来自该领域的经验和建议
DOI：
10.1080/14681811.2017.1411254
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Bethy Leonardi
中科院分区：
文献类型：
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作者：
E. Meyer;Bethy Leonardi
摘要 本文批判性地审视了致力于支持跨性别、非二元性别和性别创意（跨性别）青年的教育工作者所要求的专业学习需求，并提出了实践建议。对 26 名曾直接与跨性别学生（其行为与出生时指定性别类别的刻板印象不相符，或认同与出生时指定性别类别不同的性别的儿童）工作过的教育工作者（学前班至中学）进行了访谈。我们研究了从数据和相关文献理论化中产生的与专业学习和教育者准备相关的两个新概念：暴露教学法和对话文化。这些方法所提供的局限性和可能性通过教师学习的研究基础进行了批判性的审视。针对教师准备、专业发展和相关实践提出了建议，以更好地创造和维持肯定性别多样性的学习环境。
Abstract This paper critically examines the professional learning needs called for by educators working to support transgender, non-binary, and gender-creative (trans) youth and makes recommendations for practice. Interviews were conducted with 26 educators (preschool to secondary) who have worked directly with trans students (any child whose behaviour does not match stereotypes for their sex category assigned at birth, or who identifies with a gender different from their sex category assigned at birth). We examine two new concepts related to professional learning and educator preparation that emerged from theorising the data and related literature: pedagogies of exposure and culture of conversation. The limits and possibilities offered by these approaches are critically examined through the research base on teacher learning. Recommendations are made for teacher preparation, professional development and related practices to better create and sustain learning environments that affirm gender diversity.