LGBTQ+ Identity Affirmation in International Schools: An Ethical Framework for Educators

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Teachers College Record Pub Date : 2023-08-01 DOI:10.1177/01614681231194416
Emily Meadows
{"title":"LGBTQ+ Identity Affirmation in International Schools: An Ethical Framework for Educators","authors":"Emily Meadows","doi":"10.1177/01614681231194416","DOIUrl":null,"url":null,"abstract":"Educators are increasingly facing questions around LGBTQ+ equity and belonging in their practice, and they may struggle to identify a position that does justice to the weight of these matters. Those with limited training and experience in LGBTQ+ equity work may find that relying on popular opinion or a search engine to develop answers feels unprofessional at best, and potentially dangerous at worst. This article proposes instead a conceptual framework with which to consider four prominent ethical lenses that educators may use in evaluating LGBTQ+ matters: professional, cultural, legal, and health and safety. The purpose of the framework is to apply these lenses to support equity, belonging, and identity affirmation for LGBTQ+ students. Each lens is laid out with relevant research and is designed with the specific context of international schools in mind, including those operating within socially conservative settings. The framework serves as a practical tool for conscientious educators seeking guidance to carefully and intentionally address varying perspectives around the sensitive and important topic of LGBTQ+ identity affirmation in schools.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"53 1","pages":"300 - 307"},"PeriodicalIF":1.3000,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teachers College Record","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/01614681231194416","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Educators are increasingly facing questions around LGBTQ+ equity and belonging in their practice, and they may struggle to identify a position that does justice to the weight of these matters. Those with limited training and experience in LGBTQ+ equity work may find that relying on popular opinion or a search engine to develop answers feels unprofessional at best, and potentially dangerous at worst. This article proposes instead a conceptual framework with which to consider four prominent ethical lenses that educators may use in evaluating LGBTQ+ matters: professional, cultural, legal, and health and safety. The purpose of the framework is to apply these lenses to support equity, belonging, and identity affirmation for LGBTQ+ students. Each lens is laid out with relevant research and is designed with the specific context of international schools in mind, including those operating within socially conservative settings. The framework serves as a practical tool for conscientious educators seeking guidance to carefully and intentionally address varying perspectives around the sensitive and important topic of LGBTQ+ identity affirmation in schools.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
国际学校中的LGBTQ+身份肯定:教育工作者的伦理框架
教育工作者在实践中越来越多地面临着LGBTQ+的公平和归属问题,他们可能很难找到一个公正对待这些问题的立场。那些在LGBTQ+权益工作方面受过有限培训和经验的人可能会发现,依靠民意或搜索引擎来寻找答案,往好了说是不专业的,往坏了说是潜在的危险。本文提出了一个概念框架,用来考虑教育工作者在评估LGBTQ+问题时可能使用的四个突出的伦理镜头:专业、文化、法律、健康和安全。该框架的目的是运用这些镜头来支持LGBTQ+学生的平等、归属感和身份肯定。每个镜头都有相关的研究,并在设计时考虑到国际学校的具体背景,包括那些在社会保守环境下运作的学校。该框架为有责任心的教育工作者提供了一个实用的工具,帮助他们在学校中寻找有关LGBTQ+身份认同这一敏感而重要的话题的指导,以谨慎和有意地解决不同的观点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
期刊最新文献
Research as a Strategy for Equity in Independent Schools An Asian American Feminist Manifesto: Asian American Women Heads of Schools Embodying Culturally Responsive School Leadership For the Betterment of All: Motivating Factors With Significant Impact on Annual Giving Practices in Independent Schools Inequalities in Becoming a Scholar: Race, Gender and Student-Advisor Relationships in Doctoral Education “All in This Together”: Improving Access to Accelerated Learning Through Embedding Honors in Heterogeneously Grouped Classes
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1