Frontiers in Sociology would like to welcome contributions to a collection of peer-reviewed articles which will specifically focus on Lesbian, Gay, Bisexual, Transgender, Queer (or other non-normative identities) inclusion in schools and colleges.
In England new statutory guidance on Relationships Education will require schools to teach children and young people about LGBTQ+ relationships. However, in 2019 parental objections to LGBT curriculum programs in primary schools have highlighted the tensions between religion and non-normative gender identities and sexual orientations. In England schools are required by law to promote equality but barriers to LGBT inclusion sustain inequalities and prevent the advancement of social justice. International research demonstrates that schools continue to sustain heteronormative cultures and this results in the marginalization and oppression of non-normative identities. International literature also suggests that schools can be exclusionary places for teachers who identify as LGBT. This results in internalized homophobia and concealment of identities. This Research Topic will explore some of these challenges and potential solutions. We are interested in papers which move the debate beyond the tragic narratives which dominate the existing literature in which LGBT individuals are positioned as victims. We welcome papers which explore specific aspects of the whole school approach to LGBT inclusion, empirical and also non-empirical papers which demonstrate theoretical engagement.
We are particularly interested in articles which address:
• The experiences of educators who identify as LGBTQ+
• The perspectives of students who identify as LGBTQ+ / student voice
• Embedding LGBTQ+ inclusion into the curriculum
• The role of school culture in facilitating LGBTQ+ inclusion
• LGBTQ+ and mental health
• Addressing LGBTQ+ inclusion in faith schools
• Developing partnerships with parents on LGBTQ+ inclusion
• Case studies of effective practice
• Whole-school approaches to LGBTQ+ inclusion
• Specific issues related to transgender inclusion
Articles should be underpinned by research and theory and should identify clear and practical implications for educational institutions. Please follow the journal requirements for formatting your article.
We are particularly interested in empirical studies conducted by researchers and instructors which move the debate beyond tragic identities. We will also consider non-empirical papers, providing that there is a clear contribution to knowledge.
Frontiers in Sociology would like to welcome contributions to a collection of peer-reviewed articles which will specifically focus on Lesbian, Gay, Bisexual, Transgender, Queer (or other non-normative identities) inclusion in schools and colleges.
In England new statutory guidance on Relationships Education will require schools to teach children and young people about LGBTQ+ relationships. However, in 2019 parental objections to LGBT curriculum programs in primary schools have highlighted the tensions between religion and non-normative gender identities and sexual orientations. In England schools are required by law to promote equality but barriers to LGBT inclusion sustain inequalities and prevent the advancement of social justice. International research demonstrates that schools continue to sustain heteronormative cultures and this results in the marginalization and oppression of non-normative identities. International literature also suggests that schools can be exclusionary places for teachers who identify as LGBT. This results in internalized homophobia and concealment of identities. This Research Topic will explore some of these challenges and potential solutions. We are interested in papers which move the debate beyond the tragic narratives which dominate the existing literature in which LGBT individuals are positioned as victims. We welcome papers which explore specific aspects of the whole school approach to LGBT inclusion, empirical and also non-empirical papers which demonstrate theoretical engagement.
We are particularly interested in articles which address:
• The experiences of educators who identify as LGBTQ+
• The perspectives of students who identify as LGBTQ+ / student voice
• Embedding LGBTQ+ inclusion into the curriculum
• The role of school culture in facilitating LGBTQ+ inclusion
• LGBTQ+ and mental health
• Addressing LGBTQ+ inclusion in faith schools
• Developing partnerships with parents on LGBTQ+ inclusion
• Case studies of effective practice
• Whole-school approaches to LGBTQ+ inclusion
• Specific issues related to transgender inclusion
Articles should be underpinned by research and theory and should identify clear and practical implications for educational institutions. Please follow the journal requirements for formatting your article.
We are particularly interested in empirical studies conducted by researchers and instructors which move the debate beyond tragic identities. We will also consider non-empirical papers, providing that there is a clear contribution to knowledge.
