The gender facilitative school: Advocating authenticity for gender expansive children in pre-adolescence

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools Pub Date : 2018-08-07 DOI:10.1177/1365480218791881

Julie C. Luecke

引用次数: 19

Abstract

This article presents a framework for Gender Facilitative Schools advocating safe schools for transgender, gender expansive, and questioning children. This framework was constructed on the bases of a qualitative study of a transgender student with experiences in both gender restrictive and gender facilitative elementary schools and supporting literature. It addresses climate, language and narratives, curricular and extracurricular inclusion, professional development and partnership, and policy that can be used for improving schools.

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性别促进学校:提倡青春期前性别膨胀儿童的真实性

本文为性别促进学校提供了一个框架，倡导为跨性别、性别膨胀和质疑儿童提供安全的学校。该框架是在对一名跨性别学生进行定性研究的基础上构建的，该学生在限制性别和促进性别的小学都有经验，并提供了支持性文献。它涉及气候、语言和叙事、课程和课外包容、专业发展和伙伴关系，以及可用于改善学校的政策。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Improving Schools EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

0.00%

发文量

期刊介绍： Improving Schools is for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an increasingly international readership including teachers, heads, academics, education authority staff, inspectors and consultants. Improving Schools has created a forum for the exchange of ideas and experiences. Major national policies and initiatives have been evaluated, to share good practice and to highlight problems. The journal also reports on visits to successful schools in diverse contexts, and includes book reviews on a wide range of developmental issues.