Pub Date : 2022-02-16DOI: 10.1177/17461979211061798
A. Body, Jayne Lacny
In this article we critically question how philanthropic citizenship is represented within children’s literature. Critical content analysis of over 100 western children’s picture-books reveals that the majority of children’s contemporary literature frames philanthropy as an individual act of personal responsibility which takes place in the private sphere, focusing on singular acts of kindness and generosity, overlooking connections between the cause and wider societal socioeconomic, political, environmental and/or social justice issues. Furthermore, many stories reinforce concerning traditional and stereotypical ideas of gender, race and power. Nonetheless, we also identify several books which notably seek to move beyond this, connecting acts of philanthropy to wider ideological, economic and political factors, placing a strong emphasis on social justice. In conclusion, we call for further research to explore how philanthropic stories are used within the home and classroom, and what children interpret as the ‘good philanthropic citizen’ through these stories.
{"title":"Philanthropic tales: A critical analysis of how philanthropic citizenship is represented in children’s picture-books – problems and possibilities","authors":"A. Body, Jayne Lacny","doi":"10.1177/17461979211061798","DOIUrl":"https://doi.org/10.1177/17461979211061798","url":null,"abstract":"In this article we critically question how philanthropic citizenship is represented within children’s literature. Critical content analysis of over 100 western children’s picture-books reveals that the majority of children’s contemporary literature frames philanthropy as an individual act of personal responsibility which takes place in the private sphere, focusing on singular acts of kindness and generosity, overlooking connections between the cause and wider societal socioeconomic, political, environmental and/or social justice issues. Furthermore, many stories reinforce concerning traditional and stereotypical ideas of gender, race and power. Nonetheless, we also identify several books which notably seek to move beyond this, connecting acts of philanthropy to wider ideological, economic and political factors, placing a strong emphasis on social justice. In conclusion, we call for further research to explore how philanthropic stories are used within the home and classroom, and what children interpret as the ‘good philanthropic citizen’ through these stories.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"182 - 196"},"PeriodicalIF":0.6,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41670914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-16DOI: 10.1177/17461979221077990
Irene Zempi, Athina Tripli
The Prevent Duty requires universities in the United Kingdom to identify and report students who might be seen as ‘vulnerable’ to radicalisation. Since its introduction in 2015, the duty has been subject to increasing empirical research in the education sector. However, there has been limited research that specifically explores Muslim students’ perceptions of Prevent in British universities. This paper directly addresses this gap in research by drawing upon the qualitative experiences of 25 university students who self-identified as ‘British Muslims’. Individual, semi-structured interviews were transcribed and analysed using Thematic Analysis. The findings demonstrate the securitisation of higher education and ‘policing’ of Muslim students. The paper draws on Pantazis and Pemberton’s use of the ‘new suspect community’ thesis in order to examine participants’ views and experiences. When analysing the data, three particular themes are especially prominent: as a tool of ‘surveillance’, Prevent hampers freedom of speech, threatens student activism and forces Muslim students to hide their Muslim identity to avoid being labelled as ‘radical’ or ‘vulnerable’ to terrorism. It will be concluded that the ‘surveillance’ function of Prevent is problematic on the grounds that it renders universities ‘modern-day panopticons’.
{"title":"Listening to Muslim Students’ Voices on the Prevent Duty in British Universities: A Qualitative Study","authors":"Irene Zempi, Athina Tripli","doi":"10.1177/17461979221077990","DOIUrl":"https://doi.org/10.1177/17461979221077990","url":null,"abstract":"The Prevent Duty requires universities in the United Kingdom to identify and report students who might be seen as ‘vulnerable’ to radicalisation. Since its introduction in 2015, the duty has been subject to increasing empirical research in the education sector. However, there has been limited research that specifically explores Muslim students’ perceptions of Prevent in British universities. This paper directly addresses this gap in research by drawing upon the qualitative experiences of 25 university students who self-identified as ‘British Muslims’. Individual, semi-structured interviews were transcribed and analysed using Thematic Analysis. The findings demonstrate the securitisation of higher education and ‘policing’ of Muslim students. The paper draws on Pantazis and Pemberton’s use of the ‘new suspect community’ thesis in order to examine participants’ views and experiences. When analysing the data, three particular themes are especially prominent: as a tool of ‘surveillance’, Prevent hampers freedom of speech, threatens student activism and forces Muslim students to hide their Muslim identity to avoid being labelled as ‘radical’ or ‘vulnerable’ to terrorism. It will be concluded that the ‘surveillance’ function of Prevent is problematic on the grounds that it renders universities ‘modern-day panopticons’.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"230 - 245"},"PeriodicalIF":0.6,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49595073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-13DOI: 10.1177/17461979211061806
Michalinos Zembylas
In bringing together the literature on post-democracy and theoretical work on the politics of affective societies, this article explores how democratic education might benefit from a sustained examination of negative emotions and affects associated with democratic disenchantment. In particular, the analysis highlights what is gained by introducing a more pedagogically and politically robust approach toward ‘ugly’ and ‘negative’ feelings in the context of democratic education in schools, namely, a pedagogical approach that recognizes the gloomy ramifications of post-democracy in the daily life of teachers and young people and inspires transformative action that contributes toward practical ‘democratic innovations’ in the sphere of civil society. This article contributes toward ongoing efforts for the renewal of democratic education in schools by urging teachers and researchers to rethink pedagogically how to navigate productively the ugly and negative feelings of democratic disenchantment.
{"title":"Democratic education in the post-democratic turn: Disenchantment with democracy and the pedagogical potential of ugly and negative feelings","authors":"Michalinos Zembylas","doi":"10.1177/17461979211061806","DOIUrl":"https://doi.org/10.1177/17461979211061806","url":null,"abstract":"In bringing together the literature on post-democracy and theoretical work on the politics of affective societies, this article explores how democratic education might benefit from a sustained examination of negative emotions and affects associated with democratic disenchantment. In particular, the analysis highlights what is gained by introducing a more pedagogically and politically robust approach toward ‘ugly’ and ‘negative’ feelings in the context of democratic education in schools, namely, a pedagogical approach that recognizes the gloomy ramifications of post-democracy in the daily life of teachers and young people and inspires transformative action that contributes toward practical ‘democratic innovations’ in the sphere of civil society. This article contributes toward ongoing efforts for the renewal of democratic education in schools by urging teachers and researchers to rethink pedagogically how to navigate productively the ugly and negative feelings of democratic disenchantment.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"147 - 160"},"PeriodicalIF":0.6,"publicationDate":"2022-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45874883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-08DOI: 10.1177/17461979211062118
Gearóid O’Brien
This study examines differences based on school gender in the teaching of Civic, Social and Political Education (CSPE), a mandatory subject in the Irish post-primary curriculum. These differences are considered in relation to Westheimer and Kahne’s three types of citizens – personally responsible, participatory and justice-oriented. The article presents the findings of a survey conducted with 223 CSPE teachers in single-sex female, single-sex male and co-educational schools. The data were analysed using statistical and thematic analysis. The findings suggest that CSPE teachers in single-sex female schools place greater value on the subject and are more likely to promote social responsibility and student voice, suggesting a greater emphasis on participatory and justice-oriented citizenship. Teachers in single-sex male schools are more likely to focus on politics and action aligning with participatory citizenship. In co-educational schools, teachers seemed to focus on personally responsible and participatory citizenship.
{"title":"Differences in the teaching of civic, social and political education: An analysis of the impact of school gender","authors":"Gearóid O’Brien","doi":"10.1177/17461979211062118","DOIUrl":"https://doi.org/10.1177/17461979211062118","url":null,"abstract":"This study examines differences based on school gender in the teaching of Civic, Social and Political Education (CSPE), a mandatory subject in the Irish post-primary curriculum. These differences are considered in relation to Westheimer and Kahne’s three types of citizens – personally responsible, participatory and justice-oriented. The article presents the findings of a survey conducted with 223 CSPE teachers in single-sex female, single-sex male and co-educational schools. The data were analysed using statistical and thematic analysis. The findings suggest that CSPE teachers in single-sex female schools place greater value on the subject and are more likely to promote social responsibility and student voice, suggesting a greater emphasis on participatory and justice-oriented citizenship. Teachers in single-sex male schools are more likely to focus on politics and action aligning with participatory citizenship. In co-educational schools, teachers seemed to focus on personally responsible and participatory citizenship.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"161 - 181"},"PeriodicalIF":0.6,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43774891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-08DOI: 10.1177/17461979211062125
Martha Shaw
Within plural democracies, the concept of ‘religious literacy’ is commonly understood as denoting the knowledge, skills and understanding vis- à -vis religious diversity required of the citizen. In schools across Europe such learning is traditionally housed within Religious Education (RE), the aims of which are increasingly framed in terms of citizenship education, yet the two school subjects are often unhelpfully siloed, and both criticised for lack of criticality and an over-focus on knowledge acquisition. This article introduces the concept of ‘worldview literacy’ as a reworking of ‘religious literacy’ that addresses concerns around inclusivity and criticality. Rather than a product of good RE or citizenship education, worldview literacy is envisaged as a transformational process of educational praxis through encounter in plurality, that forges a pathway between the two school subjects and contributes to the broader educational endeavour of engagement in social life.
{"title":"Worldview literacy as intercultural citizenship education: A framework for critical, reflexive engagement in plural democracy","authors":"Martha Shaw","doi":"10.1177/17461979211062125","DOIUrl":"https://doi.org/10.1177/17461979211062125","url":null,"abstract":"Within plural democracies, the concept of ‘religious literacy’ is commonly understood as denoting the knowledge, skills and understanding vis- à -vis religious diversity required of the citizen. In schools across Europe such learning is traditionally housed within Religious Education (RE), the aims of which are increasingly framed in terms of citizenship education, yet the two school subjects are often unhelpfully siloed, and both criticised for lack of criticality and an over-focus on knowledge acquisition. This article introduces the concept of ‘worldview literacy’ as a reworking of ‘religious literacy’ that addresses concerns around inclusivity and criticality. Rather than a product of good RE or citizenship education, worldview literacy is envisaged as a transformational process of educational praxis through encounter in plurality, that forges a pathway between the two school subjects and contributes to the broader educational endeavour of engagement in social life.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"197 - 213"},"PeriodicalIF":0.6,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41549757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-02DOI: 10.1177/17461979211061796
Aleksandra R. Trbojević, Edita Borić, V. Hus, Svetlana Španović
This paper reports on the self-assessment of future teachers regarding their familiarity with the Convention on the Rights of the Child and their competency to teach about children’s rights and participation. A total of 561 future teachers were surveyed in Serbia, Croatia, and Slovenia. They all agreed that, during their studies, they did not acquire sufficient knowledge on children’s rights and participation and were not adequately prepared for teaching this content in schools. The authors further suggest an introduction of new study programs and a significant increase in the number of classes dealing with these topics in day-to-day school practice.
{"title":"Implementation of content related to children’s rights in schools: How to teach them?—perceptions of future teachers in Serbia, Croatia, and Slovenia","authors":"Aleksandra R. Trbojević, Edita Borić, V. Hus, Svetlana Španović","doi":"10.1177/17461979211061796","DOIUrl":"https://doi.org/10.1177/17461979211061796","url":null,"abstract":"This paper reports on the self-assessment of future teachers regarding their familiarity with the Convention on the Rights of the Child and their competency to teach about children’s rights and participation. A total of 561 future teachers were surveyed in Serbia, Croatia, and Slovenia. They all agreed that, during their studies, they did not acquire sufficient knowledge on children’s rights and participation and were not adequately prepared for teaching this content in schools. The authors further suggest an introduction of new study programs and a significant increase in the number of classes dealing with these topics in day-to-day school practice.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"131 - 146"},"PeriodicalIF":0.6,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41715624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.1177/17461979211048665
S. Kumalo
In South Africa, the scholarship of epistemic justice has taken on an historical gaze with higher education framed as a social institution that might ameliorate the historical traumas of colonialism. Undoing the legacies of colonialism has been framed as the democratisation of the knowledge project. Using the White Paper 3 of 1997 that posits academic freedom, institutional autonomy and public accountability as fundamental to institutional governance, in part I of this analysis I broadened public accountability to include the social, political and economic factors that inhibit or act as catalyst to the attainment of educational desire. In this second part publication, I am interested in developing and proposing epistemic impartiality. This concept is developed from Mitova’s proposition of ‘decolonising knowledge without too much relativism’, which ultimately fosters epistemic justice through rigorously scrutinising each epistemic tradition. My suggestion is that epistemic impartiality enables dialogue between divergent traditions.
{"title":"Developing epistemic impartiality to deliver on justice in higher education South Africa","authors":"S. Kumalo","doi":"10.1177/17461979211048665","DOIUrl":"https://doi.org/10.1177/17461979211048665","url":null,"abstract":"In South Africa, the scholarship of epistemic justice has taken on an historical gaze with higher education framed as a social institution that might ameliorate the historical traumas of colonialism. Undoing the legacies of colonialism has been framed as the democratisation of the knowledge project. Using the White Paper 3 of 1997 that posits academic freedom, institutional autonomy and public accountability as fundamental to institutional governance, in part I of this analysis I broadened public accountability to include the social, political and economic factors that inhibit or act as catalyst to the attainment of educational desire. In this second part publication, I am interested in developing and proposing epistemic impartiality. This concept is developed from Mitova’s proposition of ‘decolonising knowledge without too much relativism’, which ultimately fosters epistemic justice through rigorously scrutinising each epistemic tradition. My suggestion is that epistemic impartiality enables dialogue between divergent traditions.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"85 - 97"},"PeriodicalIF":0.6,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45160739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-19DOI: 10.1177/17461979211048676
Hicham Zyad
On April 20th, 2018, Moroccan youths launched a boycott campaign on social media targeting three commercial brands. This incident has reinvigorated the debate on youth engagement in civic activism. Thus, this article compares Moroccan college-level students’ civic engagement through formal processes and online social networking as well as predicting students’ levels of engagement based on their demographic characteristics and political orientation variables. The analysis revealed that social media use was significantly correlated with youth virtual civic activities. Political interest and self-efficacy also had a significant impact on youth civic engagement. However, of the five demographic variables involved, only two were found to be significantly correlated with youth online civic activities. The study therefore identifies evidence corroborating other researchers’ finding that Moroccan youth play a role in influencing policy and decision-making through informal channels of civic engagement.
{"title":"An exploration of the effects of social media on youth online and offline sociopolitical engagement","authors":"Hicham Zyad","doi":"10.1177/17461979211048676","DOIUrl":"https://doi.org/10.1177/17461979211048676","url":null,"abstract":"On April 20th, 2018, Moroccan youths launched a boycott campaign on social media targeting three commercial brands. This incident has reinvigorated the debate on youth engagement in civic activism. Thus, this article compares Moroccan college-level students’ civic engagement through formal processes and online social networking as well as predicting students’ levels of engagement based on their demographic characteristics and political orientation variables. The analysis revealed that social media use was significantly correlated with youth virtual civic activities. Political interest and self-efficacy also had a significant impact on youth civic engagement. However, of the five demographic variables involved, only two were found to be significantly correlated with youth online civic activities. The study therefore identifies evidence corroborating other researchers’ finding that Moroccan youth play a role in influencing policy and decision-making through informal channels of civic engagement.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"71 - 84"},"PeriodicalIF":0.6,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43645760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-11DOI: 10.1177/17461979211048666
Jordi Feu i Gelis, Xavier Casademont Falguera, Francisco Abril
In most schools everywhere, democracy and participation continue to be carried out through the usual channels based on representative democracy and the vote of elected representatives. However, this reality is not monolithic, and we do find centers committed to practise a full and more profound democracy. Based on a case study, the article analyzes the theoretical and practical approach of Germinal School. Despite some difficulties, this school has successfully implemented a project of radical democracy, both through micropolitics and daily pedagogical action. This article also examines why it is so difficult to democratize school and how to create a truly democratic institution. Finally, we address the possibility of extending the democratic model presented here to other schools.
{"title":"Is another democracy possible in schools? Challenges to create a truly democratic school","authors":"Jordi Feu i Gelis, Xavier Casademont Falguera, Francisco Abril","doi":"10.1177/17461979211048666","DOIUrl":"https://doi.org/10.1177/17461979211048666","url":null,"abstract":"In most schools everywhere, democracy and participation continue to be carried out through the usual channels based on representative democracy and the vote of elected representatives. However, this reality is not monolithic, and we do find centers committed to practise a full and more profound democracy. Based on a case study, the article analyzes the theoretical and practical approach of Germinal School. Despite some difficulties, this school has successfully implemented a project of radical democracy, both through micropolitics and daily pedagogical action. This article also examines why it is so difficult to democratize school and how to create a truly democratic institution. Finally, we address the possibility of extending the democratic model presented here to other schools.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"98 - 112"},"PeriodicalIF":0.6,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42700393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-08DOI: 10.1177/17461979211048670
D. Francis
In this paper, the author explores some of the issues associated with teaching about compulsory heterosexuality and schooling in an undergraduate sociology programme. Using a novel approach to gathering data, the article analyses the stories students submitted about themselves or others who were counter normative in terms of gender and sexuality in school. Informed by the work of Ahmed and Foucault, this article explores what kinds of gendered and sexualised subject positions become possible through the stories of students, and how are these subject positions interpellated and constituted relationally? Despite progressive legislation, queer activism and the significant visibility of gender and sexuality counter-normative identities in the South African media, the analysis highlights that students’ position school attending queer youth as (1) stereotyped caricatured subjects, (2) objects of fear and (3) subjects of violence. These subject positions serve as straightening devices that interpellate queer school attending youth as unfamiliar, not belonging and unworthy and therefore requiring change. Insights from this article can inform the research and practice which is pivotal to addressing cisheteronormativity not only in schools but cultural ideas, norms and practices too.
{"title":"‘And I would ask myself, what’s being gay got to do with this anyway?’ Constructions of queer subject positions in student’s stories","authors":"D. Francis","doi":"10.1177/17461979211048670","DOIUrl":"https://doi.org/10.1177/17461979211048670","url":null,"abstract":"In this paper, the author explores some of the issues associated with teaching about compulsory heterosexuality and schooling in an undergraduate sociology programme. Using a novel approach to gathering data, the article analyses the stories students submitted about themselves or others who were counter normative in terms of gender and sexuality in school. Informed by the work of Ahmed and Foucault, this article explores what kinds of gendered and sexualised subject positions become possible through the stories of students, and how are these subject positions interpellated and constituted relationally? Despite progressive legislation, queer activism and the significant visibility of gender and sexuality counter-normative identities in the South African media, the analysis highlights that students’ position school attending queer youth as (1) stereotyped caricatured subjects, (2) objects of fear and (3) subjects of violence. These subject positions serve as straightening devices that interpellate queer school attending youth as unfamiliar, not belonging and unworthy and therefore requiring change. Insights from this article can inform the research and practice which is pivotal to addressing cisheteronormativity not only in schools but cultural ideas, norms and practices too.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"59 - 70"},"PeriodicalIF":0.6,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43968931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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