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Thematische Bibliographien / LGBTQI education

Inhaltsverzeichnis

Zeitschriftenartikel

Auswahl der wissenschaftlichen Literatur zum Thema „LGBTQI education“

Autor: Grafiati

Veröffentlicht am 29. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "LGBTQI education"

1

Capobianco, Stephen Louis. "Examining International Education Research and Practice through a Queer Theory Lens." Frontiers: The Interdisciplinary Journal of Study Abroad 32, no. 1 (2020): 12–32. http://dx.doi.org/10.36366/frontiers.v32i1.432.

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In this critical essay, the author explores the pronounced lack of attention to the intersection of LGBTQI+ people and issues in international education. By presenting and then employing a conceptual framework that combines a queer theoretical lens and a multi-level analysis of structural contexts, the author examines the existing body of literature and practice on the nexus of LGBTQI+ inclusion and international education in institutions of higher education. Through the use of this combined conceptual framework, the author introduces a path forward to build a more inclusive field of international education for all by discussing implications for practice and recommendations for future areas of research.

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2

Jones, MJ. "Where are My People? The Case for Culturally Competent Interpreters." JCSCORE 6, no. 1 (2020): 102–36. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.102-136.

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Through participation in LGBTQI conferences, one can gain political knowledge, leadership skills, professional networking opportunities, and personal development experiences. These opportunities become more complex to navigate for Deaf individuals who hold other marginalized identities, such as those who identify as Queer Trans Deaf People of Color (QTDPOC). By applying Disability Justice Principles, interpreters must highlight and uplift the experiences of QTDPOC and increase their cultural competency so that no one is left behind (Berne et al., 2018). This study seeks to answer the question: How does the presence of interpreters who do not identify as Queer and Transgender Interpreters of Color (non-QTIOC) influence the experiences and the expressions of QTDPOC in LGBTQI spaces? Embedded within queer phenomenology analysis, the research acknowledges the dearth of Queer and Transgender Interpreters of Color (QTIOC) and explores the lack of LGBTQI content in American Sign Language (ASL) interpreting education programs (IEP) and its inherent impact on the experiences of QTDPOC. This paper aims to encourage interpreters, students, and the interpreting field as a whole to increase efforts to acknowledge, be intentional, and hold themselves and others accountable in and beyond their scope of work.

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3

DeVita, Timothy, Casey Bishop, and Michael Plankey. "Queering medical education: systematically assessing LGBTQI health competency and implementing reform." Medical Education Online 23, no. 1 (2018): 1510703. http://dx.doi.org/10.1080/10872981.2018.1510703.

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4

McCready, Lance. "Queer Urban Education: Curriculum and Pedagogy for LGBTQI Youth in the City." Journal of Curriculum and Pedagogy 4, no. 2 (2007): 71–77. http://dx.doi.org/10.1080/15505170.2007.10411648.

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5

Fraser, Brody. "Queerly Beloved." Counterfutures 2 (September 1, 2016): 61. http://dx.doi.org/10.26686/cf.v2i0.6430.

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 On 17 April 2013, the Marriage Amendment Act passed its final reading in New Zealand’s Parliament. This legislation was a milestone for the LGBTQI+ community. There was, however, little mention of the remaining institutional, legislative and socioeconomic barriers the community faces. Marriage equality was purported to be the final frontier in rights—yet much remains to be achieved before equality is realised. While state recognition is important for the community (as this ensures basic legal protections and rights), the relationship between many members of the LGBTQI+ community with the state has been, and continues to be, fraught. These tensions become visible when considering the poverty many in the community are subject to, especially transfolk, and issues faced when engaging with the health and education systems. Despite the positive changes achieved over recent years, there is still a need for ongoing mobilisation to bring pressure to bear upon the state.

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6

Costa, Vanessa Bento da, Jéssica Guimarães Martins, and Leonardo Silveira Costa. "GÊNERO E SEXUALIDADE NAS POLÍTICAS PÚBLICAS EDUCACIONAIS: PROPOSTAS PEDAGÓGICAS E MOTIVAÇÕES POLÍTICAS NAS DECISÕES LEGISLATIVAS." Iniciação Científica Cesumar 23, no. 1 (2021): 1–11. http://dx.doi.org/10.17765/2176-9192.2021v23n1e9866.

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Considerando que as lutas das mulheres são assuntos presentes no cotidiano da sociedade atualmente, o presente artigo pretende refletir acerca da igualdade de gênero e as diversas possibilidades de viver a sexualidade como temas a serem abordados dentro da escola. O objetivo central deste trabalho é investigar as motivações conservadoras das decisões políticas acerca da igualdade de gênero como tema a ser abordado dentro da escola e confrontá-las com a atualização dos estudos pedagógicos progressistas. Para tal, a metodologia escolhida foi uma revisão bibliográfica teórica, cujo ponto de vista pedagógico adotado tem base nos estudos pós-estruturalistas e nos pensadores pós-modernos; inclui-se também uma explanação factual, percorrendo o caminho das políticas públicas educacionais que contemplavam as pautas feministas e LGBTQI nos últimos anos. O resultado do estudo - problematizado sob uma visão foucaultiana-aponta para a constatação de que as instituições mais conservadoras agem, de fato, de maneira sistemática, calculada e articulada tomando a frente nessa pasta. Conclui-se, portanto, que para que os atuais debates feministas e pautas LGBTQI estejam presentes na realidade escolar é necessário compreender que deve haver maior presença feminina representando as pautas no Congresso, além de decisões políticas alinhadas aos estudos e atualizações do campo da Pedagogia e menos religião interferindo nos rumos das políticas públicas educacionais.

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7

Bennett, Bindi, and Trevor G. Gates. "Teaching cultural humility for social workers serving LGBTQI Aboriginal communities in Australia." Social Work Education 38, no. 5 (2019): 604–17. http://dx.doi.org/10.1080/02615479.2019.1588872.

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8

Afra Boateng, Anabella. "Reinstating the Inherent Dignity of Marginalized Communities in Ghana." Journal of Interdisciplinary Studies in Education 9, SI (2020): 80–101. http://dx.doi.org/10.32674/jise.v9is(1).2010.

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When a representative democracy implicitly or explicitly undermines minority rights and prevents marginalized people from actively participating in a democratic process, it facilitates social exclusion. This paper focuses on how Ghana’s democracy, coupled with traditions, aggravate social exclusion. The research discusses the democratization process of Ghana and its role in the marginalization of minorities. Particularly, this paper looks at the class-based marginalization of women on the one hand and the sex-based marginalization of the LGBTQI+ community on the other, in Ghana. Finally, this paper explores how Soka Education, as a way of life, can support these marginalized communities in Ghana.

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9

McSpadden, Emalinda L. "Creating LGBTQI+ programing in urban higher education: Considering the creation process of a campus resource room." Journal of Gay & Lesbian Social Services 32, no. 3 (2020): 310–27. http://dx.doi.org/10.1080/10538720.2020.1752873.

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10

Luke, Melissa, Kristopher M. Goodrich, and Janna L. Scarborough. "Integration of the K-12 LGBTQI Student Population in School Counselor Education Curricula: The Current State of Affairs." Journal of LGBT Issues in Counseling 5, no. 2 (2011): 80–101. http://dx.doi.org/10.1080/15538605.2011.574530.

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