History of Exclusion: Queer Representation in Israeli High School Textbooks

IF 2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Comparative Education Review Pub Date : 2023-07-07 DOI:10.1086/725497

Avner Rogel, Orphée Senouf-Pilpoul, Rinat Kiperman, S. E. Marshall

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Abstract

Positive LGBT+ content in educational materials promotes a diverse and inclusive school environment for all students, particularly LGBT+. However, worldwide evidence shows that textbooks underrepresent LGBT+ issue. A possible explanation for this pattern is that most study topics do not lend themselves for issues related to sexuality and gender. We interrogate this argument by examining the representation of all sexual orientation, gender identity, and expression (SOGIE) in 36 state-approved history textbooks for high school in Israel. Utilizing an original standardized coding protocol, we compare representation of queer and hetero-cisgender content. Our findings reveal that textbooks include multiple references to SOGIE across various thematic contexts, yet these are almost exclusively limited to heterosexuality and cisgender persons, while queer sexualities and expressions are marginalized or excluded. We discuss the implications of these problematic patterns for school climate and offer recommendations for incorporating diverse SOGIE content in different study topics in history classes.

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排斥的历史：酷儿在以色列高中教科书中的表现

教育材料中积极的LGBT+内容为所有学生，特别是LGBT+学生创造了一个多元化和包容的学校环境。然而，世界范围内的证据表明，教科书对LGBT+问题的反映不足。对这种模式的一种可能解释是，大多数研究主题并不适合与性和性别相关的问题。我们通过检查以色列36本国家批准的高中历史教科书中所有性取向、性别认同和表达(SOGIE)的表现来质疑这一论点。利用原始的标准化编码协议，我们比较了酷儿和异性恋内容的表现。我们的研究结果表明，教科书在不同的主题语境中包含了对同性恋者的多重引用，但这些几乎完全局限于异性恋和异性恋者，而酷儿性行为和表达被边缘化或排除在外。我们讨论了这些问题模式对学校气候的影响，并提出了在历史课的不同学习主题中纳入不同SOGIE内容的建议。

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来源期刊

Comparative Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

5.60%

发文量

期刊介绍： Comparative Education Review investigates education throughout the world and the social, economic, and political forces that shape it. Founded in 1957 to advance knowledge and teaching in comparative education studies, the Review has since established itself as the most reliable source for the analysis of the place of education in countries other than the United States.