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Aantal resultaten: 2( DE:"onderwijskunde" )

Artikel

A Trans*+ Media Literacy Framework for Navigating the Dynamically Shifting Terrain of Gender in Media: Considering Assessment of Key Competencies  / Steven S. Funk.

bron:
samenvatting: Of the many identity markers that students claim and encounter throughout their educational journeys, none might be more salient than gender. While much of the European Union seems to be sloughing off the gender binary as a vestige of the 20th century, many educators and students in the U.S. continue to reinforce the binary through explicit and implicit strategies that normalize the cisgender condition while othering those who are trans*+. The purpose of this chapter is to explore the entrenchment of the gender binary in the American post-secondary system, to analyze the media frenzy currently addressing trans*+ identities, and to offer a theoretical framework of Trans*+ Media Literacy, borne of Critical Media Literacy, to address specifically how post-secondary educators and students can create gender expansive and inclusive spaces that might foster the growth of students prepared to think of gender representation and media production that challenge the binary and encourage gender expansiveness to flourish.
onderwerpen:
signatuur: dgb artikelen (funk/tra)
A Trans*+ Media Literacy Framework for Navigating the Dynamically Shifting Terrain of Gender in Media: Considering Assessment of Key Competencies
dgb artikelen (funk/tra)
Steven S. Funk.
In: Promoting Global Competencies Through Media Literacy / Melda N. Yildiz. - Hershey, PA : IGI Global, [2018], p. 216-239
N305110
Artikel

A Qualitative Exploration of the Experiences of Individuals Who Have Identified as LGBTQ and Who Have Homeschooled or Unschooled  / Gina Riley.

Other Education: The Journal of Educational Alternatives, 7 (2018) 1 (feb), p. 3-17
bron: Other Education: The Journal of Educational Alternatives jaargang: 7 (2018) 1 (feb), p. 3-17
samenvatting: This grounded theory study focuses on the experiences of Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) students who have homeschooled or unschooled. Although some research has been done regarding the experiences of LGBTQ students attending public or private schools, this research is the first of its kind exploring the experiences of LGBTQ students who have homeschooled or unschooled. Eighteen adults, aged 18-47, who had homeschooled or unschooled for at least four years chose to participate in the study. Participants reported four main benefits of being LGBTQ and homeschooled. The benefits included: increased freedom and autonomy, escape from traditional school culture, having time for education and exploration about sexuality and gender, and increased peer support from the queer homeschooling community. The greatest challenge of being LGBTQ and homeschooled, as reported by seven participants, was the lack of resources they felt were available to them growing up. The unschooled community in particular seemed especially open to those students who were exploring their sexuality or who identified as LGBTQ.
onderwerpen:
signatuur: dgb artikelen (riley/qua)
A Qualitative Exploration of the Experiences of Individuals Who Have Identified as LGBTQ and Who Have Homeschooled or Unschooled
dgb artikelen (riley/qua)
Gina Riley.
Other Education: The Journal of Educational Alternatives
7
(2018)
1
(feb)
3-17
N305193
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( DE:"onderwijskunde" )

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