Beyond binary discourses: making LGBTQI+ identities visible in the curriculum

Paechter, C. ORCID: 0000-0003-3050-5571, 2019. Beyond binary discourses: making LGBTQI+ identities visible in the curriculum. In: C.A. Taylor, C. Amade-Escot and A. Abbas, eds., Gender in learning and teaching: feminist dialogues across international boundaries. Abingdon: Routledge.

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Abstract

In this chapter I argue that changes in wider social understandings of gender and sexuality, including the increased acceptance and legal recognition of LGBTQI+ identities and relationships, along with changes in discourses around gender, require major changes across the curriculum. In particular, an increase in the number of children, young people and adults identifying in different ways as transgender require us to make significant changes in the curriculum to include LGBTQI+ parented families, and LGBTQI+ children and young people, fully into school communities. After an overview of historical debates about gender and education in England and Wales, I examine changes in assumptions about gender and schooling and discuss schools’ relationships to the heterosexuality. Through an analysis of school policies in two English Local Authority areas, I examine how school policies about what should be taught fail to represent the greater diversity about gender and sexual orientation in contemporary society, and conclude that there must be considerable change in both the official and hidden curriculum in order to rectify this.

Item Type:	Chapter in book
Creators:	Paechter, C.
Publisher:	Routledge
Place of Publication:	Abingdon
Date:	30 April 2019
Divisions:	Schools > School of Social Sciences
Record created by:	Jonathan Gallacher
Date Added:	25 Sep 2018 12:53
Last Modified:	31 May 2021 15:14
URI:	https://irep.ntu.ac.uk/id/eprint/34573

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