Queer Eye on Inclusion: Understanding Lesbian and Gay Student and Instructor Experiences of Continuing Education

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Robert C. Mizzi, Jared Star
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引用次数: 3

Abstract

Abstract Little is known about the experiences of lesbian and gay faculty and students in continuing education. In order to address this gap, this article introduces and discusses a research project conducted to understand the struggles and accomplishments of both lesbian and gay male faculty and students in continuing education (CE) in university settings. Six CE instructors and six CE students were recruited to participate in in-depth interviews from universities across western Canada. Using grounded theory for data analysis, two broad themes emerged: (a) CE in western Canada excludes lesbian, gay, bisexual, transgender, and queer (LGBTQ )content in their student and instructor orientation processes despite being placed in “progressive” institutions; and (b) safety concerns appear commonplace in such environments due to the heteronormative organizational culture of CE. Despite these drawbacks, study participants demonstrated strategies to minimize risk and find safety and support. Study findings suggest that CE review its work and learning structures to include queer-inclusive pedagogies and content.
Queer Eye on Inclusion:了解男女同性恋学生和教师的继续教育经历
关于男女同性恋教师和学生在继续教育中的经历,人们知之甚少。为了解决这一差距,本文介绍并讨论了一项研究项目,该项目旨在了解男女同性恋男教师和学生在大学继续教育(CE)中的挣扎和成就。我们从加拿大西部的大学招募了六名教育教师和六名教育学生参加深度访谈。使用扎根理论进行数据分析,出现了两个广泛的主题:(a)加拿大西部的CE尽管被安置在“进步”的机构中,但在学生和教师的培训过程中排除了女同性恋、男同性恋、双性恋、变性人和酷儿(LGBTQ)的内容;(b)在这样的环境中,由于CE的异质规范的组织文化,安全问题显得司空见惯。尽管存在这些缺点,但研究参与者展示了将风险降到最低并找到安全和支持的策略。研究结果表明,教统会检讨其工作和学习结构,以包括包容酷儿的教学方法和内容。
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来源期刊
Journal of Continuing Higher Education
Journal of Continuing Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.00
自引率
8.30%
发文量
0
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