GLBTIQ teachers in Australian education policy: protections, suspicions, and restrictions
GLBTIQ teachers in Australian education policy: protections, suspicions, and restrictions
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DOI：
10.1080/14681811.2014.901908
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发表时间：
2014-01-01
影响因子：
1.9
通讯作者：
Harris, Anne
中科院分区：
文献类型：
--
作者：
Jones, Tiffany;Gray, Emily;Harris, Anne
联合国承认基于性取向、性别认同和双性地位的人权，导致在教育背景下制定了关于仇视同性恋和变性者的新政策。本文探讨了新的澳大利亚教育政策影响男同性恋，女同性恋，双性恋，变性人，双性人和酷儿（GLBTIQ）教师。一项政策审查发现，在维多利亚州等情况下，对GLBTIQ教师的一系列保护措施以及限制措施。从63维多利亚州GLBTIQ教师的调查，并与9维多利亚州GLBTIQ教师的深入访谈的试点研究数据中讨论的政策的经验，揭示了GLBTIQ教师相对不知道提供给他们的保护，相比，他们的保护学生的意识。许多教师对一些工作人员出柜，但很少有人对学生出柜。宗教学校的教师面临更多困难，导致一些人离开该部门。建议进一步促进保护和开展更多的研究。
Recognition of human rights on the basis of sexual orientation, gender identity and intersex status by the United Nations has led to the development of new policies concerning homophobia and transphobia in educational contexts. This paper examines new Australian education policies impacting gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) teachers. A policy review uncovered a range of protections for GLBTIQ teachers in contexts such as the State of Victoria, alongside restrictions. Experiences of policy discussed in pilot study data from surveys of 63 Victorian GLBTIQ teachers, and in-depth interviews with nine Victorian GLBTIQ teachers, revealed that GLBTIQ teachers were relatively unaware of the protections available to them, compared to their awareness of protections for students. Many teachers were out as lesbian or gay to some staff members but fewer had come out to students. Teachers in religious schools had more difficulties, causing some to leave the sector. Further promotion of protections and more research are recommended.