Abstract
It is vital that schools educate young people to promote a harmonious society that is safe and inclusive for all. To do this, policy, curricula and other resources could convey messages that potentially offer critical guidance to teachers and school administrators; yet, they construct identities in particular ways, some of which may be unhelpful. This chapter examines how gender and sexuality-diverse subjects are constructed at the time of writing. It does so through website documentation from two Australian public schooling institutions: the New South Wales Department of Education and the Victorian Department of Education and Training. The discussion illustrates how education departments constitute particular understandings of gender and sexuality-diverse subjects through their documentation.
Original language | English |
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Title of host publication | Understanding Sociological Theory for Educational Practices |
Editors | Tania Ferfolja, Criss Jones Diaz, Jacqueline Ullman |
Place of Publication | Port Melbourne, Vic. |
Publisher | Cambridge University Press |
Pages | 42-62 |
Number of pages | 21 |
Edition | 2nd |
ISBN (Print) | 9781108434409 |
Publication status | Published - 2018 |
Keywords
- education and state
- sexual orientation
- sexual minorities
- equity