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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Homophobia in Wisconsin schools prevention and intervention strategies /

Scheurer, Brenda S. January 2000 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.
2

Gendered harassment in secondary schools : understanding teachers' perceptions of and responses to the problem

Meyer, Elizabeth J., 1971- January 2007 (has links)
This study explores the phenomenon of gendered harassment in secondary schools from the teachers' perspectives. The few studies that address the biased behaviors that are linked under the concept of gendered harassment (sexual harassment, homophobic harassment, and harassment for gender non-conformity) indicate that teachers are less likely to intervene in these incidents. This dissertation explores how teachers understand and respond to (hetero)sexist and homophobic behaviors when they occur. / Six teachers in one urban school board participated in a series of three open-ended in-depth interviews where they spoke about the many factors that influenced how they saw and intervened in various forms of bullying and harassment in their schools. Interview data were analyzed using contextual and thematic codes to locate similarities, differences, and stories in the data. This study is informed by critical, feminist and queer theories. The findings have been organized in a conceptual framework that emerged from the research. / Findings indicate that there are both external and internal influences that shape how teachers view and respond to gendered harassment in schools. The external factors, also described as school culture, include both structural-formal and structural-informal influences. Formal influences include policies, training, curriculum and contracts. Informal influences refer to leadership style, relationships with colleagues, policy implementation, and community values. Internal influences that shape teachers' perceptions and responses include: educational biography, teaching philosophy, and personal identities. / The implications of this study for research and practice can have impacts on the fields of school policy, teacher education, curriculum, and educational leadership. It provides a framework for understanding how school cultures interact with teachers' identities and shape how policies and curricula are implemented. It also offers suggestions for scholars, advocates, and educational leaders to proactively address the negative impacts of gendered harassment by transforming teacher education, educational leadership programs, and in turn, school cultures.
3

An analysis of student teacher preparation in relation to homophobia /

Wynne, Nora. January 1900 (has links)
Thesis (M.A.)--Humboldt State University, 2008. / Includes bibliographical references (leaves 142-153). Also available via Humboldt Digital Scholar.
4

Teacher educators' practice of queer-care : a necessary expansion of Noddings' model care

Benson, Fiona. January 2008 (has links)
This study explores the hitherto unexamined phenomenon of queer-care in higher education from the teacher educators' perspectives. While care in education has been the subject of scholarly interest for many years and demonstrating caring for the wellbeing of students is an important component of teaching, the lack of attention to queer-care is a significant oversight in the body of care research and teacher education. Pertinent to this study is the investigation of how well Noddings' enactments of care (modeling, dialogue, practice, and confirmation) address the care needs of queer students. / Four teacher educators shared stories of their efforts to care for the emotional wellbeing of their queer students. As the fifth teacher educator in this work, I investigate my journey to becoming a queer-care practitioner, and my own practice of queer-care. The theoretical frameworks of qualitative and phenomenological research and feminist theory undergird this study. Two processes of analysis were employed, the first being the key sensitizing concepts of Noddings' enactments of care as points of entry into an understanding of the teacher educators' narratives of queer-care. The second level of analysis used the insights so gleaned to guide the focus of the self-study undertaken in this work. / Analysis of the teacher educators' narratives indicates that the practice of queer-care, while sharing certain similarities, is idiosyncratic, complicated, lonely, and often exhausting work. Alongside these findings are indicators that queer-care as practiced by these teacher educators is welcomed by queer students as being all too rare in their university experience, and of benefit to their sense of wellbeing. Findings also reveal that Noddings' enactments of care neither include nor address the particular care needs of queer students. This led me to identify particular care needs of queer students as being those of unwavering discretion, absolute safety, full social membership, and unstinting succour. This necessary awareness expands Noddings' model of care allowing it to include and be responsive to queer students. / This research has implications for teacher educators and any educators concerned with the wellbeing of queer students. It provides suggestions to enrich caring practice in teacher education programs and field experience.
5

Homofobia e heterossexismo na escola: um estudo sobre significações de professores gays que atuam na educação básica

Toledo, Rodrigo 19 March 2018 (has links)
Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-05-04T13:41:27Z No. of bitstreams: 1 Rodrigo Toledo.pdf: 1163696 bytes, checksum: b7b0bc974e503bde3f1de46b338ae23b (MD5) / Made available in DSpace on 2018-05-04T13:41:27Z (GMT). No. of bitstreams: 1 Rodrigo Toledo.pdf: 1163696 bytes, checksum: b7b0bc974e503bde3f1de46b338ae23b (MD5) Previous issue date: 2018-03-19 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The purpose of this research is to understand the concepts constructed by teachers who are gay about the multiple violence and prejudices experienced in relation to their sexual orientation and their expression approach types. To enable to comply with this, we seek to understand the historical constitution of heterosexism and homophobia in the Brazilian society. We have focused on studies that recall the trajectory of LGBTT movement and the various forms of expression of homophobia, focusing especially on their expressions in school. We also have reflected on the school as a powerful space for confronting homophobia and how this institution can eventually also become a space for violence Finally, the study also focused on understanding struggling strategies and homophobia conflict. Hence, four sessions of conversation were held with teachers who identified themselves as gays and who work in the basic education. The selection of the teachers who participated of the r4esearched was based on the "snowball" strategy, according to May's proposition, in which the first participant selected, which met the profile defined for the study (being a teacher who defined him/herself gay in public schools of basic education indicated a new entrant and so on. The analysis was done by Núcleos of Significação (Meaning Concept Cell). The research concluded that prejudice and discrimination against the LGBTT population, in most cases, result in situations in which these people are humiliated and / or beaten, initially because their expression of gender / sexuality is considered to be outside of the patterns of heteronormativity. This fact suggests that it is fundamental to face conservatism, which is expressed in practices that accentuate prejudice and violence addressed to the LGBTT population in the school environment. In this sense, when the school does not define itself politically against homophobic violence, it can become a space for the production of violence and a reaffirmation of the exclusions experienced by the school actors. We have realized that the daily school life has not been conducive for teachers who wish to have a practice committed to the transformation of reality to achieve it, especially when they are engaged in a work involving education related to gender relations and the fight against homophobia. We have concluded that the participants of this research as they were classified themselves as "good students" and having faced violence in the school during their initial school time and then as teachers, had to create tools and strategies by themselves to face the challenges presented by the their gender condition. It is important to emphasize that to overcome the difficulties experienced by the participants was only possible in the adult life and that they survived in school through the establishment of partnerships and supports (personal and institutional). Considering this scenario, such partnerships and supports were fundamental to the participants to remain in school as teachers, developing their work in a positive way. Thus, the results of this study suggest that it is essential that schools develop projects, together with social movements, to devote themselves to understand, discuss and accept differences in sexual orientation, so that these actions imply that students dropping out of school out by fear and / or discrimination, and building professional settings in which gay teachers also remain in school without violence / O propósito desta pesquisa é compreender as significações que professores gays constroem sobre as múltiplas violências e sobre os preconceitos vividos em relação à própria orientação sexual e suas formas de expressão. Para isso, buscamos compreender a constituição histórica do heterossexismo e da homofobia na sociedade brasileira. Debruçamo-­nos sobre os estudos que recontam a trajetória de lutas do movimento LGBTT e às diversas formas de expressão da homofobia, dedicando-­nos, especialmente, às suas expressões na escola. Refletimos, também, sobre a escola como um espaço potente para o enfrentamento da homofobia e como em alguns momentos essa instituição também pode se tornar um espaço de produção de violências. Por fim, o estudo também se dedicou a compreender estratégias de enfrentamento e combate à homofobia. Para isso, foram realizadas quatro sessões de conversação com professores que se autodeclaram gays e que atuavam na educação básica. A seleção dos professores participantes ocorreu pela estratégia “bola de neve”, segundo proposição de May, na qual o primeiro participante selecionado, e que atendia ao perfil definido para o estudo (ser professor que se autodeclara gay, em exercício em escolas públicas de educação básica) indicou um novo participante e assim sucessivamente. A análise foi feita por Núcleos de Significação. A pesquisa permitiu concluir que o preconceito e a discriminação contra a população LGBTT, na maioria das vezes, resultam em situações nas quais essas pessoas são humilhadas e/ou agredidas, inicialmente, por sua expressão de gênero/sexualidade considerada fora dos padrões de heteronormatividade. Esse fato sugere que é fundamental combater o conservadorismo, que se expressa em práticas que acentuam o preconceito e as violências direcionadas à população LGBTT no ambiente escolar. Dessa maneira, quando a escola não se posiciona politicamente contrária às violências homofóbicas, ela pode se tornar um espaço de produção de violências e de reafirmação das exclusões vividas pelos atores escolares. Apreendemos que o cotidiano escolar não tem sido propício para que os professores que pretendem ter uma prática comprometida com a transformação da realidade consigam empreende-­la, em especial quando se dedicam a um trabalho envolvendo a educação para as relações de gênero e para o combate à homofobia. Verificamos que os participantes desta pesquisa, ao terem se constituído como “bons alunos” e por terem enfrentado violências no espaço escolar durante sua escolarização inicial e depois como professores, tiveram que forjar sozinhos as ferramentas e as estratégias para enfrentar os desafios colocados em função da sua orientação sexual. É importante ressaltar que a superação das dificuldades vividas pelos participantes só se concretizou na vida adulta e que eles sobreviveram na escola por meio do estabelecimento de parcerias e apoios (pessoais e institucionais). Diante disso, tais parcerias e apoios mostraram-­se fundamentais para que os participantes conseguissem permanecer na escola, como professores, desenvolvendo seu trabalho de forma positiva. Sendo assim, os resultados deste estudo sugerem que é essencial que as escolas desenvolvam projetos, em parceria com os movimentos sociais, que se dediquem a compreender, discutir e acolher as diferenças de orientação sexual, de maneira que essas ações impliquem a prevenção da evasão de alunos e alunas LGBTT por medo e/ou discriminação e a construção de ambientes profissionais nos quais os professores gays também permaneçam nas escolas sem que sofram violências

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