This project examines “positive change” with regard to queer/LGBTTITQetc.
education-activism in Vancouver, British Columbia directed at building what has been
described as “queer-friendly schools” through the development and implementation of
policy, as well as activist work connected to those efforts. I employ elements of
autoethnography and participatory research by documenting and analyzing my education-activist
work in this context and that of others with whom I have done this work. I situate
this project within the broader context of the education system and queer/LGBTTITQetc.
education-activist efforts in British Columbia.
In the process, I problematize what is meant by or capable of activism and
“positive change.” As demonstrated in the literature review, various understandings of
sexuality, gender, activism, educational leadership, and “positive change” are available to
inform queer/LGBTTITQetc. education-activism. This thesis examines how these
understandings sit in tension with the practicalities, limitations, and contradictions of
activist engagement at the school district level of a complex, politicized public school
system.
My engagement with the literature, documentation of the practical work, and
exploration of a number of guiding questions with the project’s participants comprise the
bulk of this project. / Education, Faculty of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/2866 |
| Date | 11 1900 |
| Creators | Hansman, Glen Philip |
| Publisher | University of British Columbia |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 3177053 bytes, application/pdf |
| Rights | Attribution-NonCommercial-NoDerivatives 4.0 International, http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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