支持将性别和性取向多样性纳入学校教育:审核澳大利亚教育部门的政策

Jacqueline Ullman, Kate Manlik, Tania Ferfolja
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引用次数: 0

摘要

虽然学校政策并不是万能的,但性别和性取向多样性全纳政策有可能减轻教育工作者对他们在性别和性取向多样性全纳方面的 "允许 "范围的担忧,并指导他们积极主动地支持性别和性取向多样性(GSD)学生。遗憾的是,在澳大利亚八个州和地区的学校中,使教育工作者能够主动、积极地支持 GSD 学生的政策远未系统化。本文对澳大利亚公立学校教育工作者可公开获得的政策指导进行了审核,并根据 K-12 学校 GSD 包容性领域的研究建议制定的一套原创最佳实践评估标准对这些政策进行了分析。对每个州/地区都进行了分析。本次审核的结果凸显了澳大利亚教育工作者所能获得的明确政策支持的不均衡性,并说明了澳大利亚联邦政策在 GSD 包容性和教育工作者专业发展方面的制定任务的重要性,其中包括对创造/维护安全和肯定环境的明确期望,以及对如何进行学校文化变革的务实支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Supporting the inclusion of gender and sexuality diversity in schools: Auditing Australian education departmental policies

While school policies are not a panacea, gender and sexuality diversity-inclusive policies have the potential to relieve educators’ concerns about what they are ‘allowed’ to engage with in respect to GSD inclusivity and to guide their proactive efforts to support gender and sexuality diverse (GSD) students. Unfortunately, policies enabling educators’ proactive, positive support for GSD students are far from systematised in schools across Australia’s eight states and territories. This paper presents an audit of publicly available policy guidance for educators in Australia’s government schools, analysing these against an original evaluative set of best-practice criteria developed from research recommendations from the field of GSD-inclusivity in K-12 schools. Analyses for each state/territory are provided. Results from this audit highlight the unevenness in articulated policy support available to Australian educators and illustrate the criticality of developing Australian federal policy mandates with respect to GSD inclusivity and professional development for educators, including both articulated expectations for the creation/maintenance of a safe and affirming environment as well as pragmatic support for how to create school cultural change.

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