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Resisting the mainstreaming of LGBT equalities in Canadian and British Schools: Sex education and trans school friends

机译:抵制LGBT等于加拿大和英国学校的主流:性教育和跨学校的朋友

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It is well established that schools are not neutral sites for gender and sexualities, shaping (often heteronormative) school spaces. This paper augments examinations of the implementation of inclusive school curricula by exploring heteroactivist opposition to lesbian, gay, bisexual and trans (LGBT) equalities in Canadian and British schools. It examines resistances to institution of a revised and updated Health and Physical Education curriculum in Ontario schools in Canada, and in the UK, the use of the Rowe family’s opposition to the presence of trans children in their own child’s classroom. This paper shows that once-invisible heternormativities are now being challenged through LGBT curricula and support for trans students. This creates classrooms as pivotal, geographical, social and political spaces that operate at the juncture of the public/private spaces of the home, public spaces of the neighbourhood and the imagined space of the nation and nation-building citizenship. Oppositional ideologies can no longer be understood through the labels of ‘anti-gay’, ‘homophobic’ or ‘transphobic’, and these oppositions go beyond ‘anti-gender’, such that the term heteroactivism names the activisms and ideologies that seeks to reassert the superiority of monogamous, binary cis-gendered, coupled marriages as best for children and for society. These ideologies are inherently geographical, drawing both on local and individual circumstances, but also transcending national boundaries. We highlight three dominant heteroactivist themes, namely, parental rights, interactions between state/schools/home and gender ideologies. This offers insights into how new sexual and gender rights are contested and resisted in new ways to consider the political, legal and social implications of heteroactivist strategies in schools.
机译:众所周知,学校不是性别和性行为的中性场所,塑造(通常是异组织)的学校空间。本文通过探索加拿大和英国学校的女同性恋者,同性恋,双性恋和跨(LGBT)平等的异性活动主义反对来增长对包容性学校课程的审查。它审查了对加拿大安大略省的修订和更新的健康和体育课程制度的抵制,在英国,在英国,利用Rowe家族对自己的孩子课堂上的跨跨儿童的影响。本文表明,曾经是一个不可见的Heternormativitivitivitivitivity通过LGBT课程挑战并对跨学生的支持。这将课堂创造为关键,地理,社会和政治空间,在家庭公共/私人空间,公共空间,邻里的公共空间以及国家和国家建设公民身份的想象空间。通过“反同性恋”,“同性恋者”或“翻译”的标签不再能够理解反对意识形态,这些反对派超越了“反性别”,这术语“异相活动”是旨在重新怀疑的激进主义和意识形态单甘草,二元顺列性交,耦合婚姻的优越性,婚姻和社会最好。这些意识形态本质上是地理的,在本地和个人情况下绘制,也是超越国界。我们突出了三个主导的异性活动主题,即父母权利,国家/学校/家庭和性别意识形态之间的互动。这提供了对新的性和性别权利如何有争议和抵制新的方式,以考虑学校的异性活动战略的政治,法律和社会影响。

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