‘We fear the repercussions from parents’: primary school parents and teachers’ perspectives on the inclusion of LGBTQ+ issues in the English primary school curriculum
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| Titel: | ‘We fear the repercussions from parents’: primary school parents and teachers’ perspectives on the inclusion of LGBTQ+ issues in the English primary school curriculum |
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| Autoren: | Richard Harris, Maria Kambouri, Ann E. Wilson-Daily, Meggie Copsey-Blake |
| Quelle: | Articles publicats en revistes (Didàctiques Aplicades) Dipòsit Digital de la UB instname |
| Verlagsinformationen: | Informa UK Limited, 2024. |
| Publikationsjahr: | 2024 |
| Schlagwörter: | Anglaterra, Sexual minorities, Currículums (Ensenyament), England, Educació inclusiva, Inclusive education, Educació primària, Minories sexuals, Primary education, Curricula (Courses of study) |
| Beschreibung: | This paper reports on findings from a survey conducted within a larger collaborative project, working with primary school teachers and parents to normalise conversations about LGBTQ+ issues in four English primary schools. Survey data from 96 teachers and parents highlight different perspectives on the inclusion of LGBTQ+ issues. Existing research shows teachers are often reluctant to address such issues, signalling various concerns, including fear of a negative parental reaction. Using quantitative analysis of Likert items combined with a qualitative analysis of open-ended comments, the study shows differences in perceptions between teachers and parents, and among participating parents. The findings show teachers are willing to address LGBTQ+ issues within the primary school curriculum with support from the majority of parents. Parental opposition to teaching about LGBTQ+ issues appears to be associated with some parents’ religious views and limited engagement with members of the LGBTQ+ community. Parents’ concerns largely focused on notions of childhood innocence and perceptions of age-appropriateness for teaching about/engagement with LGBTQ+ issues. |
| Publikationsart: | Article |
| Dateibeschreibung: | application/pdf |
| Sprache: | English |
| ISSN: | 1472-0825 1468-1811 |
| DOI: | 10.1080/14681811.2024.2361062 |
| Zugangs-URL: | https://hdl.handle.net/2445/223127 |
| Rights: | CC BY |
| Dokumentencode: | edsair.doi.dedup.....d77dbf09b0929e2eb8c1a2ea73071d06 |
| Datenbank: | OpenAIRE |
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Nájsť tento článok vo Web of Science | Abstract: | This paper reports on findings from a survey conducted within a larger collaborative project, working with primary school teachers and parents to normalise conversations about LGBTQ+ issues in four English primary schools. Survey data from 96 teachers and parents highlight different perspectives on the inclusion of LGBTQ+ issues. Existing research shows teachers are often reluctant to address such issues, signalling various concerns, including fear of a negative parental reaction. Using quantitative analysis of Likert items combined with a qualitative analysis of open-ended comments, the study shows differences in perceptions between teachers and parents, and among participating parents. The findings show teachers are willing to address LGBTQ+ issues within the primary school curriculum with support from the majority of parents. Parental opposition to teaching about LGBTQ+ issues appears to be associated with some parents’ religious views and limited engagement with members of the LGBTQ+ community. Parents’ concerns largely focused on notions of childhood innocence and perceptions of age-appropriateness for teaching about/engagement with LGBTQ+ issues. |
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| ISSN: | 14720825 14681811 |
| DOI: | 10.1080/14681811.2024.2361062 |