一起进来/出来:通过不同和脆弱的故事来讲述酷儿学校

Lindsay Cavanaugh
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引用次数: 1

摘要

在过去的几十年里,加拿大实施了更加公平的法律,描绘了更多地接受性别和性少数群体的运动(例如Smith, 2008;Rayside, 2008)。尽管发生了这些变化,但有证据表明,对于许多LGBTQ*人群来说,公立学校仍然是不安全的、不被肯定的场所。虽然政府主要通过反欺凌政策为LGBTQ*学生创造安全的空间,但只有少数加拿大学校积极承认课堂学习中的性和性别多样性。一些学者断言,如果不进行相应的课程改革,反欺凌工作可能会助长一种单一的、两分化的酷儿叙事:LGBTQ*等同于受害者或韧性。本研究通过对两位英语教师的访谈,对30名10年级学生的调查,以及对10年级班级研讨会的观察进行定性分析,探讨了讲故事作为培养酷儿肯定空间的一种手段的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Coming In/Out Together: Queer(ing) schools through stories of difference and vulnerability
Over the past few decades, Canada has implemented more equitable laws that delineate movement towards greater acceptance of gender and sexual minorities (e.g. Smith, 2008; Rayside, 2008). Despite these shifts, evidence suggests that public schools remain unsafe and non-affirming spaces for many people who identify as LGBTQ*. While efforts have been made to create safe(r) spaces for students who identify as LGBTQ*, primarily through anti-bullying policies, only a minority of Canadian schools have affirmatively recognized sexual and gender diversity in classroom learning. Some scholars assert that without accompanyingcurricular reform, anti-bullying work may promote a singular and dichotomized queer narrative: that to be LGBTQ* equates victimhood or resilience. This study — through a qualitative analysis of interviews with two English teachers, surveys from 30 Grade 10 students, and observations from a workshop with a Grade 10 class — explores the role of storytelling as a means for fostering queer-affirming spaces.
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