Go to  Advanced Search

Disrupting heteronormativity in schools

Show simple item record

dc.contributor.author Chamberlain, James
dc.contributor.author Kothlow, Alysha
dc.date.accessioned 2012-07-19T15:35:41Z
dc.date.available 2012-07-19T15:35:41Z
dc.date.issued 2012-05
dc.identifier.uri http://hdl.handle.net/2429/42758
dc.description.abstract The purpose of this research study was to examine the successes, challenges and actions of teacher leaders and administrators as they worked to disrupt heteronormativity. Our goal was to become more aware of how administrators and teacher leaders can create positive and equitable school experiences for all, irrespective of sexuality and gender identity. Specifically, the proposed research sought to answer the following questions: How is educational leadership discussed in literature with regards to the disruption of heteronormativity in schools? In what ways have recently retired educators led to disrupt heteronormativity in public schools? What factors contributed to the success/breakdown of these intended disruptions? What recommendations can be made to administrators and teacher leaders to help them disrupt heteronormativity in their schools? This study also sought to make recommendations to educators based on the findings from interviewees. Five interviews were conducted with teacher leaders and administrators who had recently retired from the profession. The researchers analyzed interview transcriptions for emergent themes and for themes prevalent in literature, such as fear and silence, policing of administrators, policing of heteronormativity by administrators, and opportunities for heteronormative disruptions. The study found that fear and silence on LGBTQ issues in schools remain prevalent in British Columbia. This study also documents strategies administrators and teacher leaders can use to break the silence on LBGTQ issues and lead for systemic change. A complete list of recommendations for educators to build more accepting schools for LGBTQ students, staff and families is included at the end of the paper. en_US
dc.language.iso eng en_US
dc.relation.ispartofseries University of British Columbia. Educational Studies Capstone Projects, 2012 en_US
dc.subject LGBTQ en_US
dc.subject Heteronormativity en_US
dc.subject Acceptance en_US
dc.subject Professional development en_US
dc.subject Fear en_US
dc.subject Silence en_US
dc.title Disrupting heteronormativity in schools en_US
dc.type text en_US
dc.description.affiliation Educational Studies (EDST), Dept of en_US
dc.description.reviewstatus Unreviewed en_US
dc.description.scholarlevel Graduate en_US


Files in this item

Files Size Format Description   View
Chamberlain_J_et_al_EDST_553_2012.pdf 869.6Kb Adobe Portable Document Format   View/Open
 

This item appears in the following Collection(s)

Show simple item record

All items in cIRcle are protected by copyright, with all rights reserved.

UBC Library
1961 East Mall
Vancouver, B.C.
Canada V6T 1Z1
Tel: 604-822-6375
Fax: 604-822-3893