LEADER 07982nam 22007215 450 001 9910481961703321 005 20200920004353.0 010 $a3-319-11991-5 024 7 $a10.1007/978-3-319-11991-5 035 $a(CKB)3710000000268357 035 $a(EBL)1967195 035 $a(OCoLC)894508844 035 $a(SSID)ssj0001372741 035 $a(PQKBManifestationID)11780208 035 $a(PQKBTitleCode)TC0001372741 035 $a(PQKBWorkID)11305403 035 $a(PQKB)11096044 035 $a(DE-He213)978-3-319-11991-5 035 $a(MiAaPQ)EBC1967195 035 $a(PPN)18209670X 035 $a(EXLCZ)993710000000268357 100 $a20141021d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPolicy and Gay, Lesbian, Bisexual, Transgender and Intersex Students$b[electronic resource] /$fby Tiffany Jones 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (173 p.) 225 1 $aPolicy Implications of Research in Education,$x2543-0289 ;$v6 300 $aDescription based upon print version of record. 311 $a3-319-11990-7 320 $aIncludes bibliographical references. 327 $aAcknowledgements -- Glossary -- Symbols & Abbreviations -- Chapter One: Why is Policy Presumed Powerful?- 1.1 Introduction -- 1.2 Why a Policy Book?- 1.2.1 A policy push.-1.2.2 Presuppositions around policy?s power -- 1.3 What this Book Covers -- 1.3.1 How the ?GLBTIQ? acronym is used -- 1.3.2 How ?sexuality? and ?sexuality education? are used -- 1.3.3 Why secondary schooling?- 1.4 What is Policy, Anyway?- 1.4.1 Policy and power -- 1.4.2 Policy as discursive -- 1.4.3 Discourse and power -- 1.5 Conclusion -- Chapter Two: GLBTIQ Students; What?s the Problem?- 2.1 Introduction -- 2.11 Research on GLBTIQ students -- 2.12 Research gaps -- 2.2 ?GLBTIQ Student? Constructions are Discursive -- 2.3 Discourse Exemplars -- 2.4 Orientation-based Sexuality Education Discourse Exemplar -- 2.4.1 Conservative -- 2.4.2 Liberal -- 2.4.3 Critical -- 2.4.4 Post-modern -- 2.5 Conclusion -- Chapter Three: Studying Policy Impacts -- 3.1 Introduction -- 3.2 Methodology: Critical Discourse Analysis -- 3.1.1 Adaptation of CDA -- 3.1.2 Post-modern approach to description stage -- 3.1.3 Both core and innovative techniques -- 3.3 Research procedures -- 3.3.1 Data sources and collection methods -- 3.3.2 Source One: policies ? textual analysis -- 3.3.3 Source Two: key informant interviews -- 3.3.4 Source Three: survey data ? quantitative and qualitative analysis -- 3.4 Data analysis -- 3.4.1 Leximancer analysis of policy documents -- 3.4.2 Fairclough?s 10 CDA questions -- 3.4.3 Visual CDA techniques -- 3.4.4 Fairclough?s analysis of discursive practices -- 3.5 Ethical considerations -- 3.6 Conclusion -- Chapter Four:  How do Australian Policies Treat GLBTIQ Students?- 4.1 Introduction -- 4.2 Mapping the policy terrain ? overview of the corpus -- 4.2.1 National policies: inclusion in principle -- 4.2.2 The policy states of the nation -- 4.2.3 Conclusions about policy discourses -- 4.3 Constructions of GLBTIQ students in key policies -- 4.3.1 National: part of the general diversity -- 4.3.2 NSW: Protected victims, potential complainants -- 4.3.3 QLD: Interpretively included, or not needy enough -- 4.3.4 Victoria: DEECD: Protected needy ?at risk? victims -- 4.3.5 Conclusions about how constructions function -- 4.4 Conclusion -- Chapter Five: Which Policies Are Useful?- 5.1 Introduction -- 5.2 Australian GLBTIQ students -- 5.3 Usefulness of policies in enhancing school level policy protection -- 5.3.1 National -- 5.3.2 State level -- 5.4 Usefulness of policies in increasing the purchase of affirming discourses -- 5.4.1 National -- 5.4.2 State level -- 5.4.3 School level -- 5.5 Usefulness of policies in encouraging support features -- 5.5.1 National -- 5.5.2 State level -- 5.5.3 School level -- 5.6 Usefulness of policies in encouraging supportive school climates -- 5.6.1 National -- 5.6.2 State level -- 5.6.3 School level -- 5.7 Conclusion -- Chapter Six: Conclusions & Outcomes -- 6.1 Discussion of findings -- 6.1.1 Policy positions: paucity AND polyvalence -- 6.1.2 Policy?s uses and usefulness -- 6.1.3 Policy?s presumed powers -- 6.2 Conclusions -- 6.2.1 Preferable policy positions -- 6.2.2 Useful policies -- 6.2.3 Policies with enhanced powers -- 6.2.4 Limitations -- 6.3 Implications -- 6.3.1 For education bodies and policy makers -- 6.3.2 For policy advocates and activists -- 6.3.3 For school staff -- 6.3.4 For teacher educators -- 6.3.5 For students -- 6.3.6 For academics -- 6.4 Outcomes -- 6.4.1 Brief overview of dissemination -- 6.4.2 International and national outcomes -- 6.4.3 State-specific outcomes -- 6.5 Conclusion. 330 $aThis book addresses policy research on homophobic and transphobic bullying in schools. It covers quantitative and qualitative research into policy impacts for gay, lesbian, bisexual, transgender and intersex students. It draws on a large-scale Australian study of the impacts of different kinds of policy at the national, state, sector and school level. The study covers over 80 policies, interviews with key policy informants and survey data from 3,134 GLBTIQ students. Since new guidelines were released by UNESCO, homophobic and transphobic bullying in schools has become a key area of interest around the world. There has been much pressure on educational leadership to engage with these issues since the UN released international human rights legislation on sexual orientation and gender identity that have implications for student rights.The book presents statistically significant correlations between specific types of state and school level education policies that explicitly named homophobia/ GLBTIQ student issues, and lowered incidence of homophobic bullying, lowered risk of suicide and self-harm for these students. It includes stories from policy makers on how the policies came to be (through lawsuits, ministerial inquiries and political activism), right through to the stories of students themselves and how they individually felt the impacts of policies or policy lacks. International contexts of homophobic and transphobic bullying are discussed, as well as recent transnational work in this field. The book considers the different types of collaborations that can lead to further policy development, the transferability of the research and some of the benefits and problems with transnational policy adoptions. 410 0$aPolicy Implications of Research in Education,$x2543-0289 ;$v6 606 $aEducational policy 606 $aEducation and state 606 $aSchool management and organization 606 $aSchool administration 606 $aEducational sociology 606 $aEducational Policy and Politics$3https://scigraph.springernature.com/ontologies/product-market-codes/O19000 606 $aAdministration, Organization and Leadership$3https://scigraph.springernature.com/ontologies/product-market-codes/O17000 606 $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O29000 615 0$aEducational policy. 615 0$aEducation and state. 615 0$aSchool management and organization. 615 0$aSchool administration. 615 0$aEducational sociology. 615 14$aEducational Policy and Politics. 615 24$aAdministration, Organization and Leadership. 615 24$aSociology of Education. 676 $a306.43 676 $a370 676 $a371.2 676 $a379 700 $aJones$b Tiffany$4aut$4http://id.loc.gov/vocabulary/relators/aut$0990579 906 $aBOOK 912 $a9910481961703321 996 $aPolicy and Gay, Lesbian, Bisexual, Transgender and Intersex Students$92847540 997 $aUNINA