This document provides an overview of Dr. Rhonda Lee Petrini's dissertation which informed her student success philosophy. Her dissertation was a program evaluation of a tutoring program called College Bound Tutoring that serves disenfranchised prospective first-generation college students. The program is located in a southwestern US city where many families face challenges like poverty, crime, discrimination, and lack of English proficiency and parental education. The tutoring program was created to help break the cycle of these issues and prepare students for college. Dr. Petrini's dissertation explored the program's effectiveness through interviews and data analysis. The findings centered on themes of hope, social-emotional learning, leadership, and creating a college-going culture.
AUTHORGerald V. Mohatt Joseph Trimble Ryan A. DicksonTITLE.docxrock73
AUTHOR: Gerald V. Mohatt Joseph Trimble Ryan A. Dickson
TITLE: Psychosocial Foundations of Academic Performance in Culture-Based Education Programs for American Indian and Alaska Native Youth: Reflections on a Multidisciplinary Perspective
SOURCE: Journal of American Indian Education 45 no3 Special Issue 38-59 2006
COPYRIGHT: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: http://coe.asu.edu/cie/
Since the Oglalas settled at Pine Ridge, it has been the contention of many policy makers that education is the panacea for the socio-economic ills besetting the society and the means for bringing Indians into the mainstream of American life. Education has been available to the Oglalas for 89 years and the problems remain almost as unresolved as they were that day in 1879 when Red Cloud helped to lay the cornerstone for the first school. For this (and other reasons), the educational system has often become the scapegoat among those impatient for greater progress. Blame has been placed on the schools for many of the social evils, personality disorders and general cultural malaise. But is it fair to expect the schools to counteract all of the negative aspects of the total socio-economic milieu? Is it realistic to expect the educational system alone to achieve a better life for the Oglalas when the environment offers few alternative economic goals and little opportunity to control one's destiny, when many children come from poverty-stricken and unstable family situations? True, the schools have failed in some respects, but the blame is not entirely theirs (Maynard & Twiss, 1970, p. 94).
Can we say the same thing today that was said by Maynard and Twiss and others 34 years ago? What accounts for American Indian/Alaska Native children dropping out at higher rates and having significantly lower academic performances than Euro-Americans? Is lower academic achievement due primarily to schooling or to community and familial factors? Are we following a path towards academic improvement for indigenous children? In this article, we argue that variables outside of the school environment and in-school variables must be carefully and concurrently considered in order to understand and improve the school performance and achievement of American Indian/Alaska Native children. Furthermore, for a culture-based education approach (CBE) to succeed it must chart a course toward a set of ideals and principles that are consistent with the dynamic nature of the lifeways and thoughtways of tribal or village cultures.
Culture-Based Educational Approach
The guiding assumption of CBE is that a discontinuity between home and school environments serves to confuse and alienate indigenous children, fostering a sense of inadequacy and lack of self-efficacy. Factors implicated in this discontinuity include value dif ...
CHAPTER ONE But Im Not Gay What Strainht Teachers .docxchristinemaritza
CHAPTER ONE
"But I'm Not Gay": What Strainht
Teachers Need to Know about
Qyeer Theory
Elizabeth]. Meyer
Introduction
Most scholars and educators steer clear of queer theory because the word
"queer" has a long history of being a pejorative term for gays and lesbians or
anyone perceived to be different. What many people do not understand is that
in the past twenty years, this term has been actively under reconstruction and
has been infused with new meanings and applications. Although "queer" is still
often used with the intent to harm, in scholarly contexts it has come to repre
sent new concepts that, when applied in the school setting, can have a libera
tory and positive influence on the way schools work today.
Another common misunderstanding about queer theory is that it is a syno
nym for gay and lesbian studies. Although queer theory emerged from the
work of scholars in this field, it has evolved to become much more broad and
encompassing than gay and lesbian studies. Queer theory goes beyond explor
ing aspects of gay and lesbian identity and experience. It questions taken-for
granted assumptions about relationships, identity, gender, and sexual orienta
tion. It seeks to explode rigid normalizing categories into possibilities that ex
ist beyond the binaries of man/woman, masculine/feminine, student/teacher,
and gay I straight. Queer theory offers educators a lens through which educa
tors can transform their praxis so as to explore and celebrate the tensions and
new understandings created by teaching new ways of seeing the world. This
chapter will introduce some key tenets of queer theory and describe how the
application of these ideas by all educators can create classrooms that are more
liberatory, inclusive of diversity and socially just.
16 "But I'm Not Gay"
r
The first section describes how the persistence of homophobia and the re
lated tool of sexism in schools harm everyone in the community and how the
most basic expectation of school safety for all cannot be attained until these
issues are addressed. The second section describes how gender codes work to
limit the opportunities available to students and teachers in schools and soci
ety. The third section addresses the concepts of language and discourse and
how understanding this form of power is essential to understanding how to
transform school cultures. The fourth section explains several of the key ideas
in Queer Theory that are most relevant to educators working in schools today.
Finally, this chapter concludes with a brief summary of key points and a de
scription of how queer theory and an application of queer pedagogies can
move schools toward being more liberatory, inclusive, and socially just.
The Harmful Effects of Homophobia and Heterosexism
In recent years there has been growing attention paid to the important issue of
violence in schools. The issue of bullying and harassment is one aspect ...
A Literature Review Of The Secondary School Experiences Of Trans YouthChristina Bauer
This document summarizes a literature review of 83 studies on the secondary school experiences of transgender youth. The studies show that while some transgender youth have affirming experiences, most are exposed to institutionalized cisnormativity that renders them vulnerable to discrimination, harassment and violence in school. Cisnormativity intersects with other social factors, subjecting some transgender youth to multiple disadvantages, while affording others some privilege. The findings indicate that transgender youth face educational inequalities reflecting broader structural issues, yet their experiences cannot be essentialized or generalized.
Help Amplify The Number Of College Bound Studentsnoblex1
This paper reports findings from ongoing research partnerships with inclusive classrooms and with selective and competitive outreach programs that seek to bridge school, college, and college-based occupations for Latino and other underrepresented youth.
Source: https://ebookschoice.com/help-amplify-the-number-of-college-bound-students/
This document summarizes a study that explored the experiences of heterosexual students who participated in intergroup dialogue courses about sexual orientation at a university. The study analyzed papers from 46 heterosexual students in courses from 2003-2007, and interviewed 8 students from courses in 2011. The study examined students' motivations for taking the courses, challenges they faced, and what they learned. Key findings included students' desires to learn about the LGBT community, concerns about offending classmates during discussions, learning about heterosexism, privilege, and how identities intersect. The study provides insights into how intergroup dialogue pedagogy can engage heterosexual students in discussions about sexual orientation and social justice.
CALIFORNIA LUTHERAN UNIVERSITYINSTITUTIONAL REVIEW BOARDAP.docxhumphrieskalyn
CALIFORNIA LUTHERAN UNIVERSITY
INSTITUTIONAL REVIEW BOARD
APPLICATION TO USE HUMAN PARTICIPANTS IN RESEARCH
Before completing this application, please review Procedures for Obtaining Institutional Approval for the Use of Human Participants, available at http://www.callutheran.edu/irb/
Instructions: Complete all sections below. Incomplete applications will be returned. Be sure to attach all relevant material, including informed consent documents, instruments, interview protocols, and letters of approval from sites, as applicable.
1. Investigator’s NameNina Kuzniak
Department School of Management MPPA Program
Phone 702.332.3606 Email [email protected]
IRB Training Certificate Number & Date 02/20/12
#872431
Students: Application must be submitted by your faculty sponsor.
Faculty Sponsor’s Name Dr. Haco Hoang
Department Global Studies
Phone 805.493.3433
Email [email protected]
2. Project Title Analyzing the effectiveness of current K-12 sex education curriculum at meeting the needs of diverse sexual identities
3. Category of Research (check one):
· Institutional Research, Intended for Possible Publication
· Proposal Already Approved by Another Institution (attach documentation)
· Modification of a Proposal Already Approved by CLU IRB
· All-inclusive Application* for Research Conducted by Students in a Graduate Course NOT to include Masters theses or Doctoral dissertations (specify title)________________________________
· All-inclusive Application* for Research Conducted by Students in an Undergraduate Course (title)__________________________________
· Doctoral Dissertation
· Master’s Thesis, Honors Thesis, or Capstone Project
· Student Individualized (Independent) Study Project
· Action Research Project
· Other____________________________________________________
*Instructor must collect Class Project Approval Form from each student for his/her records.
4. Review Category Requested
___Exempt Status ___Expedited Review ___Full Board Review
Include justification for Exempt Status or Expedited Review. (See Procedures for Obtaining Institutional Approval for Research, available at http://www.callutheran.edu/irb/, for a discussion of the criteria for each category).
5.Methodology and Research Objectives
Describe and justify the proposed methodology: Sections should include; Background: cite related literature that roots the study in unanswered conceptual, theoretical, or practical issues; Research objectives: describe what you hope to accomplish with this study; Methods: describe the proposed methodology. Be sure that the methodology will permit the research/educational objectives to be met.
DO NOT paste elements of a thesis proposal. This section should be brief but clear, allowing the committee to understand the why, what, and how of your project.
Sex education has been a topic of interest in political agendas for the better part of the 20th century, experiencing deep investment from advocacy groups with ties to ...
The document summarizes a program called Gay-OK that aims to educate teachers and school staff on supporting LGBTQ students. It discusses issues LGBTQ students face like verbal harassment, feeling unsafe at school, and high rates of depression and suicide attempts. It then outlines solutions like establishing gay-straight alliances to create safe spaces and reduce stigma. The Gay-OK program would run for teachers after school in 2-hour biweekly sessions over 8 weeks. Sessions would combine discussion of LGBTQ topics informed by research with educational activities to challenge heteronormative thinking and provide strategies for creating inclusive classrooms and acting as allies to LGBTQ students.
This document provides an overview of Dr. Rhonda Lee Petrini's dissertation which informed her student success philosophy. Her dissertation was a program evaluation of a tutoring program called College Bound Tutoring that serves disenfranchised prospective first-generation college students. The program is located in a southwestern US city where many families face challenges like poverty, crime, discrimination, and lack of English proficiency and parental education. The tutoring program was created to help break the cycle of these issues and prepare students for college. Dr. Petrini's dissertation explored the program's effectiveness through interviews and data analysis. The findings centered on themes of hope, social-emotional learning, leadership, and creating a college-going culture.
AUTHORGerald V. Mohatt Joseph Trimble Ryan A. DicksonTITLE.docxrock73
AUTHOR: Gerald V. Mohatt Joseph Trimble Ryan A. Dickson
TITLE: Psychosocial Foundations of Academic Performance in Culture-Based Education Programs for American Indian and Alaska Native Youth: Reflections on a Multidisciplinary Perspective
SOURCE: Journal of American Indian Education 45 no3 Special Issue 38-59 2006
COPYRIGHT: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: http://coe.asu.edu/cie/
Since the Oglalas settled at Pine Ridge, it has been the contention of many policy makers that education is the panacea for the socio-economic ills besetting the society and the means for bringing Indians into the mainstream of American life. Education has been available to the Oglalas for 89 years and the problems remain almost as unresolved as they were that day in 1879 when Red Cloud helped to lay the cornerstone for the first school. For this (and other reasons), the educational system has often become the scapegoat among those impatient for greater progress. Blame has been placed on the schools for many of the social evils, personality disorders and general cultural malaise. But is it fair to expect the schools to counteract all of the negative aspects of the total socio-economic milieu? Is it realistic to expect the educational system alone to achieve a better life for the Oglalas when the environment offers few alternative economic goals and little opportunity to control one's destiny, when many children come from poverty-stricken and unstable family situations? True, the schools have failed in some respects, but the blame is not entirely theirs (Maynard & Twiss, 1970, p. 94).
Can we say the same thing today that was said by Maynard and Twiss and others 34 years ago? What accounts for American Indian/Alaska Native children dropping out at higher rates and having significantly lower academic performances than Euro-Americans? Is lower academic achievement due primarily to schooling or to community and familial factors? Are we following a path towards academic improvement for indigenous children? In this article, we argue that variables outside of the school environment and in-school variables must be carefully and concurrently considered in order to understand and improve the school performance and achievement of American Indian/Alaska Native children. Furthermore, for a culture-based education approach (CBE) to succeed it must chart a course toward a set of ideals and principles that are consistent with the dynamic nature of the lifeways and thoughtways of tribal or village cultures.
Culture-Based Educational Approach
The guiding assumption of CBE is that a discontinuity between home and school environments serves to confuse and alienate indigenous children, fostering a sense of inadequacy and lack of self-efficacy. Factors implicated in this discontinuity include value dif ...
CHAPTER ONE But Im Not Gay What Strainht Teachers .docxchristinemaritza
CHAPTER ONE
"But I'm Not Gay": What Strainht
Teachers Need to Know about
Qyeer Theory
Elizabeth]. Meyer
Introduction
Most scholars and educators steer clear of queer theory because the word
"queer" has a long history of being a pejorative term for gays and lesbians or
anyone perceived to be different. What many people do not understand is that
in the past twenty years, this term has been actively under reconstruction and
has been infused with new meanings and applications. Although "queer" is still
often used with the intent to harm, in scholarly contexts it has come to repre
sent new concepts that, when applied in the school setting, can have a libera
tory and positive influence on the way schools work today.
Another common misunderstanding about queer theory is that it is a syno
nym for gay and lesbian studies. Although queer theory emerged from the
work of scholars in this field, it has evolved to become much more broad and
encompassing than gay and lesbian studies. Queer theory goes beyond explor
ing aspects of gay and lesbian identity and experience. It questions taken-for
granted assumptions about relationships, identity, gender, and sexual orienta
tion. It seeks to explode rigid normalizing categories into possibilities that ex
ist beyond the binaries of man/woman, masculine/feminine, student/teacher,
and gay I straight. Queer theory offers educators a lens through which educa
tors can transform their praxis so as to explore and celebrate the tensions and
new understandings created by teaching new ways of seeing the world. This
chapter will introduce some key tenets of queer theory and describe how the
application of these ideas by all educators can create classrooms that are more
liberatory, inclusive of diversity and socially just.
16 "But I'm Not Gay"
r
The first section describes how the persistence of homophobia and the re
lated tool of sexism in schools harm everyone in the community and how the
most basic expectation of school safety for all cannot be attained until these
issues are addressed. The second section describes how gender codes work to
limit the opportunities available to students and teachers in schools and soci
ety. The third section addresses the concepts of language and discourse and
how understanding this form of power is essential to understanding how to
transform school cultures. The fourth section explains several of the key ideas
in Queer Theory that are most relevant to educators working in schools today.
Finally, this chapter concludes with a brief summary of key points and a de
scription of how queer theory and an application of queer pedagogies can
move schools toward being more liberatory, inclusive, and socially just.
The Harmful Effects of Homophobia and Heterosexism
In recent years there has been growing attention paid to the important issue of
violence in schools. The issue of bullying and harassment is one aspect ...
A Literature Review Of The Secondary School Experiences Of Trans YouthChristina Bauer
This document summarizes a literature review of 83 studies on the secondary school experiences of transgender youth. The studies show that while some transgender youth have affirming experiences, most are exposed to institutionalized cisnormativity that renders them vulnerable to discrimination, harassment and violence in school. Cisnormativity intersects with other social factors, subjecting some transgender youth to multiple disadvantages, while affording others some privilege. The findings indicate that transgender youth face educational inequalities reflecting broader structural issues, yet their experiences cannot be essentialized or generalized.
Help Amplify The Number Of College Bound Studentsnoblex1
This paper reports findings from ongoing research partnerships with inclusive classrooms and with selective and competitive outreach programs that seek to bridge school, college, and college-based occupations for Latino and other underrepresented youth.
Source: https://ebookschoice.com/help-amplify-the-number-of-college-bound-students/
This document summarizes a study that explored the experiences of heterosexual students who participated in intergroup dialogue courses about sexual orientation at a university. The study analyzed papers from 46 heterosexual students in courses from 2003-2007, and interviewed 8 students from courses in 2011. The study examined students' motivations for taking the courses, challenges they faced, and what they learned. Key findings included students' desires to learn about the LGBT community, concerns about offending classmates during discussions, learning about heterosexism, privilege, and how identities intersect. The study provides insights into how intergroup dialogue pedagogy can engage heterosexual students in discussions about sexual orientation and social justice.
CALIFORNIA LUTHERAN UNIVERSITYINSTITUTIONAL REVIEW BOARDAP.docxhumphrieskalyn
CALIFORNIA LUTHERAN UNIVERSITY
INSTITUTIONAL REVIEW BOARD
APPLICATION TO USE HUMAN PARTICIPANTS IN RESEARCH
Before completing this application, please review Procedures for Obtaining Institutional Approval for the Use of Human Participants, available at http://www.callutheran.edu/irb/
Instructions: Complete all sections below. Incomplete applications will be returned. Be sure to attach all relevant material, including informed consent documents, instruments, interview protocols, and letters of approval from sites, as applicable.
1. Investigator’s NameNina Kuzniak
Department School of Management MPPA Program
Phone 702.332.3606 Email [email protected]
IRB Training Certificate Number & Date 02/20/12
#872431
Students: Application must be submitted by your faculty sponsor.
Faculty Sponsor’s Name Dr. Haco Hoang
Department Global Studies
Phone 805.493.3433
Email [email protected]
2. Project Title Analyzing the effectiveness of current K-12 sex education curriculum at meeting the needs of diverse sexual identities
3. Category of Research (check one):
· Institutional Research, Intended for Possible Publication
· Proposal Already Approved by Another Institution (attach documentation)
· Modification of a Proposal Already Approved by CLU IRB
· All-inclusive Application* for Research Conducted by Students in a Graduate Course NOT to include Masters theses or Doctoral dissertations (specify title)________________________________
· All-inclusive Application* for Research Conducted by Students in an Undergraduate Course (title)__________________________________
· Doctoral Dissertation
· Master’s Thesis, Honors Thesis, or Capstone Project
· Student Individualized (Independent) Study Project
· Action Research Project
· Other____________________________________________________
*Instructor must collect Class Project Approval Form from each student for his/her records.
4. Review Category Requested
___Exempt Status ___Expedited Review ___Full Board Review
Include justification for Exempt Status or Expedited Review. (See Procedures for Obtaining Institutional Approval for Research, available at http://www.callutheran.edu/irb/, for a discussion of the criteria for each category).
5.Methodology and Research Objectives
Describe and justify the proposed methodology: Sections should include; Background: cite related literature that roots the study in unanswered conceptual, theoretical, or practical issues; Research objectives: describe what you hope to accomplish with this study; Methods: describe the proposed methodology. Be sure that the methodology will permit the research/educational objectives to be met.
DO NOT paste elements of a thesis proposal. This section should be brief but clear, allowing the committee to understand the why, what, and how of your project.
Sex education has been a topic of interest in political agendas for the better part of the 20th century, experiencing deep investment from advocacy groups with ties to ...
The document summarizes a program called Gay-OK that aims to educate teachers and school staff on supporting LGBTQ students. It discusses issues LGBTQ students face like verbal harassment, feeling unsafe at school, and high rates of depression and suicide attempts. It then outlines solutions like establishing gay-straight alliances to create safe spaces and reduce stigma. The Gay-OK program would run for teachers after school in 2-hour biweekly sessions over 8 weeks. Sessions would combine discussion of LGBTQ topics informed by research with educational activities to challenge heteronormative thinking and provide strategies for creating inclusive classrooms and acting as allies to LGBTQ students.
This document discusses Hispanic male retention at 2-year colleges. It notes that only 18% of Hispanic males have an associate degree or higher, despite 54.4% attending 2-year colleges. Hispanic males have among the lowest graduation rates and are the least degree-earning demographic. The document examines pre-college variables, demographic factors, and environmental pull factors that affect retention, and argues that colleges must address the unique challenges facing Hispanic males to improve their educational outcomes.
This document discusses cultural competence training and defines key LGBTQIA terms. It summarizes a 2019 survey of over 16,000 LGBTQ students across the US and in Texas specifically. The survey found that Texas schools were not safe for most LGBTQ students and they lacked inclusive resources and policies. Definitions are provided for important gender, sex, sexual orientation and identity terms to clarify concepts and replace offensive words.
The document provides an overview of issues in the education system in Peel Region pertaining to student achievement and equity. It discusses research conducted by CODE (Coalition On Diversity Education) highlighting gaps between policies promoting equity and their implementation. Barriers like a lack of data collection on student demographics and teacher training are identified. Recommendations include developing board-wide equity plans, centering student diversity in curriculum, and increasing community partnerships to improve support for marginalized students.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
The document outlines a plan to improve school climate and inclusion for LGBT students. It proposes administering an annual survey, creating a Gay-Straight Alliance club, providing staff training on LGBT issues, and designating an LGBT Advocate to plan inclusive events and oversee the GSA club. The goal is to make LGBT students feel safe, respected, and ensure their needs are addressed through a collaborative effort between the school and community.
Mediating systemic change in educational systemsAlfredo Artiles
This document summarizes a study on mediating systemic change in educational systems through socio-cultural methods. Key points:
- The authors used ethnographic research methods like interviews, focus groups, and observations to understand challenges to equity in 3 state educational systems and help facilitate change.
- They worked with school districts to broaden participation in examining equity issues, disrupting typical hierarchies and involving more student/family voices.
- The goal was to build organizational capacity for ongoing reflection and improvement through tools that helped reframe understanding of problems and disrupt traditional views, while focusing on equity.
This document outlines a research proposal on factors affecting female participation in higher education programs at Hawassa University in Ethiopia. The study aims to identify reasons for low female enrollment in postgraduate programs, particularly in the Department of Governance and Development Studies. It will employ qualitative and quantitative methods like interviews, focus groups, and enrollment data analysis. The study seeks to understand socioeconomic, cultural, and institutional barriers to gender parity in education. It ultimately aims to inform policymakers on improving female access and participation in higher education.
LGBTQ Curriculum Inclusion: The Role of the School LibraryElizabeth Gartley
International Association of School Librarianship: 44th Annual International Conference & 17th International Forum on Research in School Librarianship. Maastricht, The Netherlands. June 2015. Professional Paper.
This document summarizes a study on minority student retention in education. It discusses traditional student retention theory and how it stems from traditional student demographics. Current educational structures and policies deter effective minority student persistence and retention. The study hypothesizes that new and revised models focusing on minority student populations can be more effective for retention. It describes the study's methods, results showing key components of effective programs, and conclusions discussing implications for adapting theory and practice to new student generations.
This document summarizes a presentation given by Dr. Barbara McNeil at the Saskatchewan Library Association Conference on the role of public and school libraries in supporting marginalized adolescent youth. The presentation discusses how literacy is key to participation in democratic processes and outlines a research project that used literature circles to promote literacy growth in struggling adolescent boys. The goals of the research were to engage school leadership and librarians to collaboratively support literacy development and examine how critical reading practices can influence literacy skills and understanding of social issues.
Identifying the attitudes and traits of teachers with an at-risk student popu...Mastura Kamal
This document summarizes a study that aimed to identify the attitudes and traits of teachers who are effective at teaching at-risk students in a diverse, urban high school (Mendoza High School). Through interviews and a focus group with teachers, administrators, and counselors, the researchers identified several supportive attitudes and traits, including being culturally responsive, focusing on small successes, encouraging students, flexibility, and caring. Relationships with students and viewing oneself as a difference-maker were also seen as important. Non-supportive traits included blaming, racial attitudes, inflexibility due to frustration, co-dependency, and lack of respect for community/parents. Overall, forming relationships and caring for students were seen as core to effective
This document summarizes the recommendations from a study group convened by the Public School Forum of North Carolina to expand educational opportunity in the state. The study group was divided into three committees focused on trauma and learning, racial equity, and supporting low-performing schools. Key recommendations include developing trauma-sensitive schools, implementing restorative justice practices to reduce racial discipline gaps, increasing support for high-quality early childhood programs and low-performing K-3 schools, and establishing partnerships between teacher preparation programs and high-need schools to improve teacher quality. The overarching goal is to address factors like poverty, trauma, and systemic inequities that limit educational opportunities for many North Carolina students.
Stephany Cuevas, EdM Presentation at 2016 Science of HOPE
In this session, participants will be introduced to family and community engagement research in order to begin to interrogate why we need to partner with families and communities in service work.
Participants will be exposed to different narratives and perspectives about families and communities and will be engaged in conversations about how to push beyond deficit thinking and stereotypes, which often deter partnership opportunities. Additionally, participants will be introduced to frameworks, including research-based best practices, which allow us to understand how to do partnership work in a mutually benefiting and respectful matter.
2015 National ECSE Inclusion Summit at DEC Final ReportNancy A. Surbrook
The document summarizes the results of a focus group discussion at a national summit on early childhood special education inclusion. 28 participants from 20 states discussed the current state and future needs regarding preschool inclusion leadership and action. Key findings included:
1) Recent federal efforts on inclusion were seen as working well, along with cultural shifts in attitudes. However, leadership, training, collaboration between educators, funding, and balancing access and quality were pressing challenges.
2) Future needs included strong leadership at all levels, from paraprofessionals to state/federal, and improved pre-service training and professional development for all professionals on inclusive practices.
3) Participants saw a need to address negative attitudes and "loopholes
Journal of Diversity in Higher EducationTrans Activism and A.docxcroysierkathey
Journal of Diversity in Higher Education
Trans Activism and Advocacy Among Transgender
Students in Higher Education: A Mixed Methods Study
Abbie E. Goldberg, JuliAnna Z. Smith, and Genny Beemyn
Online First Publication, May 27, 2019. http://dx.doi.org/10.1037/dhe0000125
CITATION
Goldberg, A. E., Smith, J. Z., & Beemyn, G. (2019, May 27). Trans Activism and Advocacy Among
Transgender Students in Higher Education: A Mixed Methods Study. Journal of Diversity in
Higher Education. Advance online publication. http://dx.doi.org/10.1037/dhe0000125
Trans Activism and Advocacy Among Transgender Students in Higher
Education: A Mixed Methods Study
Abbie E. Goldberg
Clark University
JuliAnna Z. Smith
Amherst, Massachusetts
Genny Beemyn
University of Massachusetts Amherst
Trans students face institutional and interpersonal discrimination that renders them vulnerable to minority
stress. Some trans students respond to minority stress, and perceptions of injustice on their campuses, via
engagement in campus activism or advocacy. The current mixed methods study explores trans under-
graduate and graduate students’ explanations for engaging or not engaging in activism/advocacy and the
types of activities in which they engage. It also examines, using logistic regression, what institutional,
student, and trans-specific factors predict whether trans students engage in activism/advocacy. Qualita-
tive analyses indicated that students engaged in a variety of activism and advocacy activities, both formal
and informal. Students who engaged in activism/advocacy cited their personal values, sense of personal
and community responsibility, desire for community, and opportunities for engagement in explaining
their involvement. Students who did not engage emphasized other obligations and identities as taking
precedence, visibility concerns, lack of connections to campus trans communities (e.g., as nonbinary
students or students of color), burnout, mental health issues, activism not being a priority, and structural
barriers. Logistic regression analyses indicated that attending a 4-year (vs. 2-year) institution and being
an undergraduate (vs. graduate) student were related to a greater likelihood of activism/advocacy. A
negative perception of campus climate was related to greater likelihood of activism/advocacy, but
interacted with participants’ perceptions of their institution’s trans-supportiveness relative to other
colleges, such that those who perceived a negative climate but also viewed their institution relatively
positively in comparison to other colleges had the highest likelihood of engaging in activism/advocacy.
Experiences of discrimination and being more out were also related to a greater likelihood of
engagement.
Keywords: activism, advocacy, college, transgender
Transgender (trans) students attending college or universities
face institutional and interpersonal discrimination that largely goes
unacknowledged and unchallenged (Beemyn, 2016; Case, Kanen- ...
Determining the Influence of Transition or Community-Based Interventions on R...LaKeisha Weber
This study examined the relationship between transition services and recidivism rates among urban students in the southeastern United States. Data was collected from 34 students' records on whether they received transition services after leaving juvenile justice and whether they recidivated. A chi-squared analysis found no significant relationship (p=.868) between receiving transition services and lower recidivism. The contingency coefficient showed a weak association between the variables, supporting the null hypothesis that transition services do not affect recidivism rates.
Leopoldo Laborda Castillo, Daniel Sotelsek Salem & Leopold Remi Sarr (2014)
The Effect of Poverty, Gender Exclusion, and Child Labor on Out-of-School Rates for Female Children,
Journal of Research in Childhood Education, 28:2, 162-181
Teacher experiences of disciplinary measures in tanzania adventist secondary ...Alexander Decker
This document summarizes a study on teacher experiences with disciplinary measures in Tanzanian secondary schools. Specifically, it examines a case study of Tanzania Adventist Secondary School. The study aims to describe patterns of disciplinary measures, identify relationships between learning and discipline, assess national policy implementation, and propose opportunities for change. It reviews related literature on reasons for and against corporal punishment. The methodology section describes using a qualitative case study approach, interviewing 6 teachers to understand disciplinary experiences in depth at this school in particular.
CAPS794 Presentation RubricLearning Outcome Assess the leader.docxhacksoni
CAPS794 Presentation Rubric
Learning Outcome: Assess the leadership, human resources and organizational development needs associated with a firm’s strategic goals.
Presentation Content:
Your presentation is based on Greenwood Resources, Case #8 and should include:
· A Power Point presentation MUST also be included in conjunction with your Video
· An introduction and conclusion/recommendations must be included
· A brief overview of the case
· Applying concepts from Chapter 7 analyze their international strategy (reason for international expansion, entry mode, international strategy, etc.)
· Integrating concepts from chapter 8 discuss how Greenwood Resources adopted entrepreneurial strategies in its quest for growth.
· Must include references and citations when the thoughts or ideas are not your own
APA format
Add recording notes in the note section of the powerpoint below each slide, explaining in detail what the slide is explain.
This is not just SLIDES…. There has to be details that I will read on video explaining the context.. and it should flow as if you were giving a presentation in person
Levels of Achievement
Criteria
Does Not Meet Expectations or Missing
Needs Improvement
Meets Expectations
Demonstrates Mastery
Introduction and Conclusion
Weight 5%
0 to 72%
Introduction or Conclusion were missing.
73 to 79%
Failed to introduce self or purpose. Abrupt ending with no referencing.
80 to 93%
Introduced topic, purpose and self. General summary with appropriate referencing.
94 to 100%
Introduced topic, purpose and self along with an effective attention getter. Conclusion reinforced main points, appropriate referencing.
Body of the Presentation
Weight 50.00%
0 to 72 %
Several content areas are missing OR content areas are not addressed at the level of detail required.
73 to 79 %
A required content area may be missing OR some content demonstrates weak understanding of concepts being assessed and could be expanded upon.
80 to 93 %
Adequately addresses all required content areas (case overview, international strategies, and entrepreneurial strategies) in detail demonstrating a basic understanding of the concepts being assessed.
94 to 100 %
Addresses all required content areas (case overview, international strategies, and entrepreneurial strategies) in great detail demonstrating a strong understanding of the concepts being assessed.
Presentation Design
Weight
15%
0 to 72 %
Several content areas are not supported with information from the sim or textbook
73 to 79 %
Information from the simulation or the text is barely used or not used appropriately.
80 to 93%
Information from the simulation and the textbooks is used appropriately to support discussion and decisions.
94 to 100 %
Information from the simulation and the textbook is always used appropriately to support discussion and decisions with a high level of application to sim results.
Organization and Flow
Weight 10%
0 to 72 %
Information is not organized in a cl.
CAPSTONE CASE The Student will be required to read the Capstone.docxhacksoni
CAPSTONE CASE:
The Student will be required to read the Capstone Case (page 476 of the course text) and respond to the 15 questions on page 483 & 484. Each question will require no less than a one-page response with appropriate references in APA format double-spaced, Times New Roman 12point font. Capstone case is due December 5, 2018, @ 9:00AM.
476
Presented here is the description of a serial homicide investigation in the 1960s that involved
the sexually motivated murders of seven mostly college-aged women in Michigan. The
discussion provided here draws primarily on Edward Keyes’s, The Michigan Murders.1 The
case is longer and more detailed than the other From the Case File chapter introductions.
It can serve as a capstone discussion of many of the issues covered in Criminal Investigation,
including the basic problems of criminal investigation, the value of eyewitness identifica-
tions, the value of other evidence, the potential value of DNA evidence, how proof can be
established, and the impact of technology on investigations. Questions for discussion and
review are presented at the conclusion of the case.
Appendix
Capstone Case
Capstone CASE
The Coed Murders
The nightmare began on the evening of July 10, 1967,
when nineteen-year-old Mary Fleszar did not return
to her apartment, which was located just a few
blocks from the Eastern Michigan University (EMU)
campus in Ypsilanti, Michigan. Mary was a student at
the university. As is the case in most missing person
investigations, the first task for investigators was to
determine when and where she was last seen. In
reconstructing the last known whereabouts of Mary,
an EMU police officer recalled seeing a girl matching
her description walking near campus at about
8:45 p.m. the night before she was reported missing.
She was alone. Another witness reported he had seen
the girl at about 9:00 p.m. that same night in the same
area, walking on the sidewalk. The witness reported
that a car had driven up next to her and stopped.
According to report the witness gave, the only person
in the vehicle was a young man, and the vehicle was
bluish-gray in color, possibly a Chevy. The witness said
it appeared that the young man inside the car said
something to Mary, she shook her head, and the car
drove off. Shortly thereafter, the same car passed the
witness’s house again and pulled into a driveway in
front of Mary, blocking her path. Mary walked around
the back of the car and continued down the sidewalk.
The car pulled out of the driveway and, tires squealing,
drove down the street. At this point the witness lost
sight of Mary and the vehicle. Mary was never again
seen alive.
On August 7, 1967, a heavily decomposed nude body
was found on farmland two miles north of Ypsilanti.
The body was identified as Mary Fleszar through
dental records. It was clear to investigators that the
cause of death was certainly not natural, accidental,
or suicide, given the area.
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CAPS794 Presentation Rubric
Learning Outcome: Assess the leadership, human resources and organizational development needs associated with a firm’s strategic goals.
Presentation Content:
Your presentation is based on Greenwood Resources, Case #8 and should include:
· A Power Point presentation MUST also be included in conjunction with your Video
· An introduction and conclusion/recommendations must be included
· A brief overview of the case
· Applying concepts from Chapter 7 analyze their international strategy (reason for international expansion, entry mode, international strategy, etc.)
· Integrating concepts from chapter 8 discuss how Greenwood Resources adopted entrepreneurial strategies in its quest for growth.
· Must include references and citations when the thoughts or ideas are not your own
APA format
Add recording notes in the note section of the powerpoint below each slide, explaining in detail what the slide is explain.
This is not just SLIDES…. There has to be details that I will read on video explaining the context.. and it should flow as if you were giving a presentation in person
Levels of Achievement
Criteria
Does Not Meet Expectations or Missing
Needs Improvement
Meets Expectations
Demonstrates Mastery
Introduction and Conclusion
Weight 5%
0 to 72%
Introduction or Conclusion were missing.
73 to 79%
Failed to introduce self or purpose. Abrupt ending with no referencing.
80 to 93%
Introduced topic, purpose and self. General summary with appropriate referencing.
94 to 100%
Introduced topic, purpose and self along with an effective attention getter. Conclusion reinforced main points, appropriate referencing.
Body of the Presentation
Weight 50.00%
0 to 72 %
Several content areas are missing OR content areas are not addressed at the level of detail required.
73 to 79 %
A required content area may be missing OR some content demonstrates weak understanding of concepts being assessed and could be expanded upon.
80 to 93 %
Adequately addresses all required content areas (case overview, international strategies, and entrepreneurial strategies) in detail demonstrating a basic understanding of the concepts being assessed.
94 to 100 %
Addresses all required content areas (case overview, international strategies, and entrepreneurial strategies) in great detail demonstrating a strong understanding of the concepts being assessed.
Presentation Design
Weight
15%
0 to 72 %
Several content areas are not supported with information from the sim or textbook
73 to 79 %
Information from the simulation or the text is barely used or not used appropriately.
80 to 93%
Information from the simulation and the textbooks is used appropriately to support discussion and decisions.
94 to 100 %
Information from the simulation and the textbook is always used appropriately to support discussion and decisions with a high level of application to sim results.
Organization and Flow
Weight 10%
0 to 72 %
Information is not organized in a cl.
CAPSTONE CASE The Student will be required to read the Capstone.docxhacksoni
CAPSTONE CASE:
The Student will be required to read the Capstone Case (page 476 of the course text) and respond to the 15 questions on page 483 & 484. Each question will require no less than a one-page response with appropriate references in APA format double-spaced, Times New Roman 12point font. Capstone case is due December 5, 2018, @ 9:00AM.
476
Presented here is the description of a serial homicide investigation in the 1960s that involved
the sexually motivated murders of seven mostly college-aged women in Michigan. The
discussion provided here draws primarily on Edward Keyes’s, The Michigan Murders.1 The
case is longer and more detailed than the other From the Case File chapter introductions.
It can serve as a capstone discussion of many of the issues covered in Criminal Investigation,
including the basic problems of criminal investigation, the value of eyewitness identifica-
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established, and the impact of technology on investigations. Questions for discussion and
review are presented at the conclusion of the case.
Appendix
Capstone Case
Capstone CASE
The Coed Murders
The nightmare began on the evening of July 10, 1967,
when nineteen-year-old Mary Fleszar did not return
to her apartment, which was located just a few
blocks from the Eastern Michigan University (EMU)
campus in Ypsilanti, Michigan. Mary was a student at
the university. As is the case in most missing person
investigations, the first task for investigators was to
determine when and where she was last seen. In
reconstructing the last known whereabouts of Mary,
an EMU police officer recalled seeing a girl matching
her description walking near campus at about
8:45 p.m. the night before she was reported missing.
She was alone. Another witness reported he had seen
the girl at about 9:00 p.m. that same night in the same
area, walking on the sidewalk. The witness reported
that a car had driven up next to her and stopped.
According to report the witness gave, the only person
in the vehicle was a young man, and the vehicle was
bluish-gray in color, possibly a Chevy. The witness said
it appeared that the young man inside the car said
something to Mary, she shook her head, and the car
drove off. Shortly thereafter, the same car passed the
witness’s house again and pulled into a driveway in
front of Mary, blocking her path. Mary walked around
the back of the car and continued down the sidewalk.
The car pulled out of the driveway and, tires squealing,
drove down the street. At this point the witness lost
sight of Mary and the vehicle. Mary was never again
seen alive.
On August 7, 1967, a heavily decomposed nude body
was found on farmland two miles north of Ypsilanti.
The body was identified as Mary Fleszar through
dental records. It was clear to investigators that the
cause of death was certainly not natural, accidental,
or suicide, given the area.
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A single dose of the antidepressant fluoxetine reduced neural activity in the amygdala-hippocampal region in response to angry facial expressions, compared to placebo, in adolescents with major depressive disorder. Fluoxetine also increased activity in the dorsal anterior cingulate cortex relative to placebo. There were no observed changes in symptoms after a single dose. These results demonstrate that fluoxetine has immediate effects on core components of the cortico-limbic circuitry involved in emotional processing, prior to any clinical changes in mood. The reduction in amygdala response to anger is consistent with previous evidence that fluoxetine reduces anger processing and could represent a mechanism through which it alleviates irritability symptoms in adolescent depression.
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Capital-equipment budgeting is typically related to the expansion of current services. This type of budget must be justified and requires a viability or return on investment analysis. Evaluate the advantages and disadvantages of financing options (e.g., mortgages and loans; lines of credit, leases; bond financing) for a specified capital improvement or equipment project.
Resources
Readings
1. Textbook:
Dropkin, M., Halpin, J., & LaTouche, B. (2007).
The budget-building book for nonprofits
(2nd ed.). Jossey-Bass.
Chapter 16: Allocating Administrative, Overhead, and Shared Costs
Chapter 17: Revising Draft Operating Budgets
Chapter 18: Zero-Based Budgeting (ZBB)
Chapter 19: Capital Budgeting
2. Video:
Rae, W, [ehowfinance]. (2009, February 6). Making a Budget: How to Create a 0-Based Budget [Video File]. Retrieved from
https://youtu.be/4HNFnNrSNjA (Links to an external site.)
Recommended Readings
1. Websites:
SAMHSA. (n.d.) Grants. Substance Abuse and Mental Health Services Administration. Retrieved from
https://www.samhsa.gov/Grants (Links to an external site.)
National Institute of Health (NIH). (2015). Grants and funding: NIH's central resource for grants and funding information. National Institute of Health (NIH). Retrieved from
http://grants.nih.gov/grants/oer.htm
.
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Create an argument for a publically traded health care organization to issue stocks or bonds as part of its capital structure. Provide support for your position.
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Use at least one reference:
.
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By
Course
Tutor
University
City/State
Date
Introduction Comment by Ufuk Misirlioglu: No need along introduction, and add a very limited contribution.
Capital budgeting is one of the key processes businesses use to determine the potential of projects succeeding or failing to recuperate the initial financial investments. The process is very critical when large companies want to expand or introduce huge assets, which probably require colossal amounts of first cash investment as well as maintenance. These investments and projects can range from constructing massive new production plants to other long-term schemes. In such instances, business capital investment managers often spend a significant amount of time assessing the new project’s prospective lifetime success, including the cash outflows and inflows. This investment appraisal process is important in evaluating whether the potential outcomes or revenues generated can meet the target benchmark.
After achieving a successful capital budgeting plan, it is critical that a firm evaluates its prospective financial sources to fund the proposed projects. For example, based on its financial position, the projected amount of investment capital, and the repayment duration, an organization can either opt for a bank loan or sells its equity to other potential investors. That being said, Foster Construction Ltd needs to assess a wide range of possible financiers to support the purchase of the new ALII. This paper, therefore, mainly discusses some of these capital financing proposals the company can explore, with the last section detailing the existing gap between theory and practice of capital budgeting.
Discussion
A. Sources of Finance for the Proposed CI Project
Foster is a reputable company and boasts of a sizeable annual revenue-meaning that the firm cannot struggle to pay its debts. We truly have quite a range of options that can assist us to fund the new ALII capital project as a private firm. The following are some of the two most viable financial alternatives for the organization:
Firstly, I propose we obtain a short-term loan, probably payable within four years, from a renowned financial institution or commercial bank. I strongly believe a short-term loan can assist the Foster Construction Ltd to buy and maintain the modern ALII crane and restore the old one for the next four years. However, there are critical factors that must be considered before identifying the right financier and the amount we can apply. Current and projected inflation rates in the country will definitely play a central role. We must also consider the interest rates offered by each particular organization to determine the lowest repayable amount within the four years. Comment by Ufuk Misirlioglu: Mismatch. Comment by Ufuk Misirlioglu: This is not a short-term. Comment by .
Capital Investment Case Waterways Corporation is a private.docxhacksoni
Capital Investment Case
Waterways Corporation is a private company providing irrigation and drainage products
and services for residential, commercial, and public sector projects, including farms,
parks, and sports fields. It has a plant located in a small city north of Toronto that
manufactures the products it markets to retail outlets across Canada. It also maintains a
division that provides installation and warranty servicing in the Greater Toronto Area.
The mission of Waterways is to manufacture quality parts that can be used for effective
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customers with its products, provide rapid and responsible service, and serve the
community and the employees who represent it in each community.
Waterways puts much emphasis on cash flow when it plans for capital investments. The
company chose its discount rate of 8% based on the rate of return it must pay its
owners and creditors. Using that rate, Waterways then uses different methods to
determine the best decisions for making capital outlays.
In 2020 Waterways is considering buying five new backhoes to replace the backhoes it
now has at its installation and training division. The new backhoes are faster, cost less
to run, provide for more accurate trench digging, have comfort features for the
operators, and have associated one-year maintenance agreements. The old backhoes
are working well, but they do require considerable maintenance. The operators are very
familiar with the old backhoes and would need to learn some new skills to use the new
equipment.
The following information is available to use in deciding whether to purchase the new
backhoes.
Old Backhoes New Backhoes
Purchase cost when new $90,000 $200,000
Salvage value now $42,000 None
Investment in major overhaul needed in next year $55,000 None
Salvage value in 8 years None $ 50,000
Remaining life 8 years 8 years
Net cash flow generated each year $25,250 $ 41,000
Instructions
a. Using the following methods, evaluate whether to purchase the new equipment or
overhaul the old equipment. (Hint: For the old machine, the initial investment is the cost
of the overhaul. For the new machine, subtract the salvage value of the old machine to
determine the initial cost of the investment.) Ignore income taxes in your analysis.
1. Use the net present value method for buying new or keeping the old.
2. Use the payback method for each choice. (Hint: For the old machine, evaluate the
payback of an overhaul.)
3. Compare the profitability index for each choice.
4. Compare the internal rate of return for each choice to the required 8% discount rate.
b. Are there any intangible benefits or negatives that would influence this decision?
c. What decision would you make and why?
Capital Investment CaseInstructions
quality
Quality management
principles
http://www.iso.org
This document introduces seven quality .
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Capital Budgeting Process
Complete an APA-formatted two-page paper (not including the title and reference pages) answering the following questions.
Organizations that decide to issue bonds generally go through a series of steps. Discuss the six steps.
An alternative to traditional equity and debt financing is leasing. Leasing is undertaken primarily for what purposes?
Discuss the two major types of leases.
Discuss the terms short-term borrowing and long-term financing.
What are the primary sources of equity financing for not-for-profit healthcare organizations?
The capital budgeting process occurs in several stages, but generally includes what?
Discuss and list the three discounted cash flow methods.
.
Can We Know the Universe The following excerpt was publ.docxhacksoni
Can We Know the Universe?
The following excerpt was published in Broca's Brain (1979).
by Carl Sagan
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Science is a way of thinking much more than it is a body of knowledge.
Its goal is to find out how the world works, to seek what regularities
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whole. Our intuition is by no means an infallible guide. Our
perceptions may be distorted by training and prejudice or merely
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Even so straightforward a question as whether in the absence of friction
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Accordingly, science sometimes requires courage—at the very least the
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stick" got to look so much like a twig; why the Moon seems to follow us
as we walk; what prevents us from digging a hole down to the center of
the Earth; what the definition is of "down" on a spherical Earth; how it
is possible for the body to convert yesterday's lunch into today's muscle
and sinew; or how far is up—does the universe go on forever, or if it
does not, is there any meaning to the question of what lies on the other
side? Some of these questions are pretty easy. Others, especially the
last, are mysteries to which no one even today knows the answer. They
are natural questions to ask. Every culture has posed such questions in
one way or another. Almost always the proposed answers are in the
nature of "Just So Stories," attempted explanations divorced from
experiment, or even from careful comparative observations.
But the scientific cast of mind examines the world critically as if many
alternative worlds might exist, as if other things might be here which
are not. Then we are forced to ask why what we see is present and not
something else. Why are the Sun and the Moon and the planets
spheres? Why not pyramids, or cubes, or dodecahedra? Why not
irregular, jumbly shapes? Why so sym.
Capital Budgeting and Dividend PolicyWe examined two very import.docxhacksoni
Capital Budgeting and Dividend Policy
We examined two very important topics in finance this week; Capital Budgeting and Dividend Policy.
Critically reflect on the importance of selecting the right projects in which to invest capital. Do we always select those projects that have the highest return on investment? What other factors play into capital budgeting decisions?
We also looked at dividend policy. What incentive is there for a company to pay dividends? What signals does dividend policy provide to investors?
.
Cape Town contends with worst drought in over a century By D.docxhacksoni
Cape Town contends with worst drought in over a century
By Derek Van Dam, CNN Meteorologist
Updated 1:35 PM ET, Thu June 1, 2017
(CNN)The worst drought in a century is forcing the most stringent water restrictions ever implemented
for South Africa's second largest city.
Cape Town has less than 10% of its useable water remaining for its nearly 4 million residents. The city
is implementing Level 4 water restrictions, which ask residents to limit daily usage to 100 liters (26
gallons) per person. The measure is meant to reduce demand and conserve what little water is still
available and means significant sacrifices for residents.
http://www.capetown.gov.za/media-and-news/Water%20resilience%20a%20heightened%20approach%20to%20avoiding%20water%20shortages%20and%20achieving%20long-term%20water%20security
For Cape Town resident Suzanne Buckley, the restrictions mean adapting to a new lifestyle.
"We have buckets in our shower and bathroom sink to save excess water," Buckley said. "The gray
water is then used to flush our toilets."
The restrictions are in effect across the city in an aggressive effort to preserve its remaining drinking
water, but it may not be enough. South Africa ranks as the 30th driest country in the world and is
considered a water-scarce region. A highly variable climate causes uneven distribution of rainfall,
making droughts even more extreme.
Speaking to CNN, Cape Town Executive Mayor Patricia de Lille explained her concerns about the
growing water crisis. "Climate change is a reality and we cannot depend on rainwater alone to fill our
dams but must look at alternative sources like desalination and underground aquifers."
The Western Cape, one of the country's nine provinces and home to Cape Town, experiences its
annual rainy season during the winter months (June-September). Capetonians are likely several weeks
away from any substantial, drought-relieving rainfall. Even then, predictions are dire for this winter as a
potential El Niño develops off the west coast of South America, according to the Climate Prediction
Center. If El Niño does materialize, it would have a negative effect on rainfall across the Western Cape.
Severe water restrictions
The average American uses between 80 and 100 gallons (302-378 liters) of water per day. This
includes flushing toilets, taking showers or baths, brushing teeth, running dishwashers and
watering lawns.
Imagine restricting daily water use to 25 gallons. Some of the most basic tasks involving water that
we take for granted would be eliminated or severely restricted.
For Cape Town resident Kathy Basso, saving water has meant adopting the "if it's yellow let it mellow, if
it's brown flush it down campaign," a simple and effective measure that saves nearly 10 liters of water
per flush, and has been promoted by city officials.
Hotels across the city are closing their pools and asking patrons to be water .
Cape Cod Wind project Please respond to the followingThe Cape.docxhacksoni
"Cape Cod Wind project" Please respond to the following:
The Cape Cod Wind Project is not only an important environmental issue, but also an important political one. From the e-Activity, either justify or challenge the appropriateness of the government's influence. Provide an argument to justify your position.
"Cape Cod Town Upset About Planned Wind Farm." WCVBtv. 1 October 2010. YouTube. (2 min 54 s), Then use the Internet or the Strayer Library to research the government's role in the Cape Cod Wind Project. Be prepared to discuss.
.
Capella Career Center Last updated 62216 1 COMPE.docxhacksoni
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus.
Cape Town Water Crisis and the Efficient Use of Scarce Water B.docxhacksoni
The document discusses Cape Town's water crisis from 2015-2017 due to a severe drought. Some key points:
- Cape Town's population grew 79% from 1995 to 2018, straining water supplies. Water levels dropped to 10% capacity by May 2017.
- Strict water restrictions were implemented from 2016-2017 as the crisis worsened, limiting usage to 50 liters/person/day by September 2017. "Day Zero" was set for April 2018 when taps would be shut off.
- While the intense drought has ended, Cape Town is not yet free from water scarcity issues due to population growth. Desalination plants and more efficient dam systems are proposed solutions.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. schools related to transphobia and gender construction, and who
were concerned about
the enduring gender binary that presents itself in schools. Their
experiences highlight the
Transphobia and Cisgender Privilege 2
Canadian Journal of Education / Revue canadienne de
l’éducation 40:1 (2017)
www.cje-rce.ca
ways in which gender surveillance, both overtly and covertly,
reinscribes heteronorma-
tivity, and that homophobia, transphobia, and gender
stereotypes need to be continuously
challenged.
Keywords: pre-service teacher education, transgender, gender,
LGBTQ youth
Résumé
Notre étude montre comment des cours axés sur la pensée
critique peuvent être intégrés à
une sensibilisation à la justice sociale dans la formation à
l’enseignement. À partir d’une
étude longitudinale toujours en cours sur l’impact d’un
programme intégré de sensibili-
sation aux questions LGBTQ, nous nous concentrons ici sur
cinq étudiants en pédagogie
qui, ayant identifié, des incidents préoccupants liés à la
transphobie et à la construction du
genre lors de leurs stages, s’inquiétaient de la conception
binaire du genre en milieu sco-
3. laire. Leurs expériences mettent en lumière comment la
surveillance, déguisée ou non, du
genre réinscrit l’hétéronormativité et à quel point il est
important de remettre continuelle-
ment en cause l’homophobie, la transphobie et les stéréotypes
liés au genre.
Mots-clés : formation initiale à l’enseignement, transgenre,
genre, jeunes LGBTQ
Transphobia and Cisgender Privilege 3
Canadian Journal of Education / Revue canadienne de
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Introduction
The opportunity for teacher candidates to understand how to
incorporate anti-discrimina-
tion work in their teaching practice is a key component of
school and education reform.
Social justice policies and procedures exist in many school
settings, but unless new
teachers have the opportunity to explore and apply knowledge
learned from professional
development, these well-meaning policies are often neglected or
ignored. Building upon
our ongoing longitudinal study, which investigates the impact of
an integrated Lesbian,
Gay, Bi-sexual, Transgendered, Two-Spirited, Queering and/or
Questioning (LGBTQ)
awareness program (Kearns, Mitton-Kukner, & Tompkins
2014a, 2014b; Mitton-Kukner,
4. Kearns, & Tompkins, 2015), we focus on five pre-service
teachers who identified critical
incidents related to transphobia and gender construction. These
incidents, which hap-
pened during their first practicum, caused great concern over
the enduring gender binary
that presents itself in schools. Their experiences highlight the
ways in which gender
surveillance, both overtly and covertly, reinscribes
heteronormativity, and contributes to
genderism, homophobia, and transphobia.
LGBTQ and Gender in Schools and Society
Shaped by heteronormativity and rigid gender expectations,
LGBTQ youth in schools
and society have been vulnerable to harassment (Taylor et al.,
2011). In such hostile
climates, LGBTQ youth are unlikely to learn and may avoid
schools (Palmer, Kosciw, &
Bartkiewicz, 2012). Indeed, many learn that discrimination
against the LGBTQ commu-
nity is acceptable (Gender Public Advocacy Coalition, 2006;
Haskell & Burtch, 2010), as
transgender and gender non-conforming students experience
ongoing acts of aggression
in schools with little adult intervention (Guasp, 2012; Reis &
Saewyc, 1999; Taylor et al.,
2011, Wright-Maley, David, Gozalez, & Colwell, 2016). In the
midst of increasing rec-
ognition that more supports are needed to fully include LGBTQ
youth and their families
in schools, is the topic of gender. Schools often serve as
contexts where students come to
narrowly understand gender roles and expectations, which limits
the gender expression of
5. all youth, since those who do not conform or perform their
gender roles are vulnerable to
harassment and bullying (Rands, 2009; Ryan, Patraw, & Bednar,
2013).
Transphobia and Cisgender Privilege 4
Canadian Journal of Education / Revue canadienne de
l’éducation 40:1 (2017)
www.cje-rce.ca
With this as the backdrop of teacher education in North
America, teacher educa-
tors need to prepare pre-service teachers to understand their role
in the development of
inclusive spaces for sexual minority, transgender, and gender
non-conforming youth in
schools. Anti-oppressive work (Kumashiro, 2002) in teacher
education that aims to sup-
port learners who challenge prevailing gender norms in school
is complex and necessary
(Clark, 2010; Goldstein, Russell, & Daley, 2007; Stiegler,
2008), yet largely under-re-
searched in terms of how programs might proceed. For example,
scholars note the lack of
explicit LGBTQ education in teacher education programs (Grace
& Wells, 2006; Kitchen
& Bellini, 2012; Macgillivray & Jennings, 2008; Schneider &
Dimito, 2008), as well
as the resistance demonstrated by pre-service teachers to
LGBTQ education as part of
diversity work and curricular inclusion (Jennings & Sherwin,
2008; Robinson & Ferfolja,
2002, 2008; Wright-Maley et al., 2016).
6. In Canada, education is a provincial jurisdiction and the
inclusion of LGBTQ in
schools is widely varied; specifically, we found there is little
legislative agreement about
transgender learners in schools. For example, in Nova Scotia,
the Department of Educa-
tion and Early Childhood Development has released new
guidelines to support transgen-
der and gender non-conforming students and to affirm students’
rights within the Cana-
dian Human Rights Act (Willick, 2014). In Saskatchewan, the
Ministry of Education has
created a document to support LGBTQ students at a curricular
and policy level: Deepen-
ing the Discussion: Gender and Sexual Diversity (Saskatchewan
Ministry of Education,
2015). In contrast to these examples is the battle in Alberta,
where a bill that allows stu-
dents in schools to form Gay Straight Alliances (GSAs) was put
on hold (“Gay youth bill
delayed,” 2014), voted down (“Gay-straight alliance bill for
schools,” 2014), and finally
passed (“Alberta passes bill,” 2015), although there is still
much controversy and public
pushback surrounding the bill (Parents for Choice in Education,
n.d.). Given the evidence
to show that GSAs are essential aspects of safe school
environments for LGBTQ learners
(Taylor et al., 2009), the lack of agreement across Canada is
startling, although we note
the Trudeau government’s efforts to legally guarantee human
rights protection for trans-
gender people across the country (Mass, 2016). So long as the
debate around LGBTQ
youth and their families continues, the climate remains toxic.
7. Transphobia and Cisgender Privilege 5
Canadian Journal of Education / Revue canadienne de
l’éducation 40:1 (2017)
www.cje-rce.ca
Gender, Transgender, and LGBTQ in Teacher Education
In a review of social justice literature, Airton (2014) identifies
the predominant “hope”
that anti-homophobia teacher education (AHTE) can “prepare
teachers to contribute to
the well-being of gender and sexual minority students” (p. 388).
In our work, we have
come to see LGBTQ issues and trans issues, in particular,
through the lens of gender. The
gender binary continues to enforce the identities of all youth in
school, with the prescrip-
tion of rigid gender roles. Men and women are also divided into
highly gendered cultural,
social, economic, and political roles. In schools, boys and girls
are equally divided with
little room for fluidity or a range of behaviours on a spectrum
of socially constructed
roles and behaviours. There is often resistance, and constraints
are often imposed on each
categorical binary. Trans identities do not easily fit boy or girl
categories; trans stories
are diverse and require a separation of gender and sexual
orientation (Wright-Maley et
al., 2016, p. 5). DePalma (2013) notes that trans itself is used as
an umbrella term that
“encompass[es] discomfort with role expectations, being queer,
8. occasional or more
frequent cross-dressing, permanent cross-dressing and cross-
gender living, through to
accessing major health interventions such as hormone therapy
and surgical reassignment
procedures” (p. 2, quoting Whittle, 2006).
In considering the diverse identities of LGBTQ people, one
needs to be mindful
of gender. DePalma states:
Recognizing the links between gender normativity and
heteronormativity requires
us to address the extent to which policing of sex and gender
functions to con-
struct gender anxiety and cissexual privilege (the assumption
that the sex assigned
at birth is somehow more natural and genuine, see Serano
2007), to propagate
genderism (the pervasive and systemic belief in the naturalness
and superiority of
gender normative, see Airton 2009, 132) and to marginalize
gender variant and
transgender people (Whittle, Turner, & Al-Alami 2007).
(DePalma, 2013, p. 2 )
There are several challenges associated with thwarting
genderism, homophobia, and
transphobia. Savage and Harley (2009) note that obstacles
impeding safe and inclu-
sive school environments and queer positive curricula in the
United States range from
fear, laissez-faire attitudes, and a feeling that negative attitudes
are challenging to dis-
rupt. In two different universities, one in the United States and
the other in Canada,
9. Transphobia and Cisgender Privilege 6
Canadian Journal of Education / Revue canadienne de
l’éducation 40:1 (2017)
www.cje-rce.ca
Wright-Maley and colleagues (2016) found that a large majority
of Catholic elementary
teachers affirmed the principle of inclusive school spaces for
trans and LGBTQ youth;
however, many were fearful of students, parents, and
administrators, and not sure if they
would include such topics in their curricula. Keddie, Mills, and
Mills (2008) noted that
one teacher in their study had to “tread cautiously” (p. 203)
because she was trying to
“change familiar, comfortable and very deep-seated ways of
being” (p. 203).
Some teachers simply do not see the complicity that schools
play in supporting the
gender binary system. These teachers have accepted “the
naturalness of the gendered status
quo” (Keddie et al., 2008, p.198). Early schooling, too, often
accepts the family and com-
munity gender expectations that are imposed upon children.
While many teachers do see
how genderism and sexism manifest themselves in school, they
are unsure about what can
be done to challenge this. Webb, Schirato, and Danaher (2002)
suggest that “we become
complicit with gender injustice or ‘dominant vision[s] of the
world not because we neces-
10. sarily agree with [them], or because [they are] in our interests,
but because there does not
seem to be any alternative” (p. 92). In response to such
conditions, scholars suggest new
teachers require education if they are to challenge the gender
status quo (Bellini, 2012).
Airton (2014), working with pre-service educators to help
facilitate and support
anti-homophobic social justice work, proposes a highly nuanced
engagement of social
justice work, including the examination of oneself and one’s
own understandings of
homophobia. Anti-homophobic work requires seeing the
challenges and moving beyond
the notion that teachers must formulaically address, affect, and
vanquish all instances of
homophobia “in order for something to be done” (p. 397).
Airton suggests conversations
that support the complicated and messy work of social justice
advocates. DePalma’s
documentation of elementary teachers’ engagement in trans
pedagogy at the elementary
level, shows just how nuanced anti-homophobic education can
be:
While gender variance is often socially constructed in school
contexts as devi-
ance or even pathology, members of the No Outsiders project
have tried to resist
prevailing victim discourses of marginalization and
powerlessness that threaten
to diminish the subject to someone who needs to be rescued, or
at best, tolerated
(DePalma & Atkinson, 2009). (DePalma, 2013, p. 13)
11. Although there are challenges to this work, narratives that show
a large variety of expe-
riences around not only adversity, but support for LGBTQ youth
and families offer hope.
Transphobia and Cisgender Privilege 7
Canadian Journal of Education / Revue canadienne de
l’éducation 40:1 (2017)
www.cje-rce.ca
Certainly, some successful gender and trans education projects
exist. Having seen the
power of the No Outsiders Project, DePalma (2013) calls for
gender work at the elemen-
tary and secondary levels, and agrees with McQueen (2006),
who affirms that “transgen-
der awareness can work to break down those rigid [gender]
stereotypes” (McQueen, as
cited in DePalma, 2013, p. 11).
Situating the Positive Space Program within our Bachelor of
Education
We have written elsewhere (Kearns, Mitton-Kukner, &
Tompkins, 2014a, 2014b; Mit-
ton-Kukner, Kearns, & Tompkins, 2015) about the design of our
two-year, four-term
Bachelor of Education and the accompanying mandatory
Positive Space Program, which
provides LGBTQ education for pre-service teachers. As seen
below, the program is
woven into each campus term. Levels 1 and 2 are situated in
mandatory courses, and
12. Levels 3 and 4 are optional. The course Sociology of Education
in term one explicitly
and intentionally aims to build a safe and democratic learning
space focusing on discus-
sions about power, privilege, equity, social justice, race, class,
gender, and sexuality. We
believe that nesting the LGBTQ awareness program in core
mandatory courses in Year 1
contributes to the positive uptake we have by the pre-service
teachers in Year 2 to attend
workshops for Levels 3 and 4. Our students’ enthusiasm for this
training led us to develop
Levels 3 and 4 as further professional learning. Table 1
provides a visual of how the train-
ing is embedded across the two years.
Table 1. Positive Space training over the two-year BEd program
Year 1 Term
Compulsory
Year 1 Term 2
Compulsory
Year 2 Term 1
Optional
Year 2, Term 2
Optional
EDUC 433 Sociology
of Education
Positive Space 1
(2.5 hours)
13. Field Experience
(5 weeks)
EDUC 435
Inclusion 1
Positive Space 2
(2.5 hours)
Field Experience
(6 Weeks)
Students take a range
of courses
Positive Space 3
Exploring Curricular
Possibilities
(2.5 hours)
Field Experience
(5 weeks)
Students take a range
of courses
Positive Space 4
Train the Trainer
(4 hours)
Field Experience
(6 weeks)
14. Transphobia and Cisgender Privilege 8
Canadian Journal of Education / Revue canadienne de
l’éducation 40:1 (2017)
www.cje-rce.ca
Bridging Sociology and Inclusion: The Critical Incident Paper
One of us had completed a critical incident paper in her pre-
service education program
and found it to be a transformative experience. She brought this
idea to our Sociology/
Inclusion teaching team and it has become the linking
assignment between EDUC 433
Sociology of Education and 435 Inclusive Practices 1. As pre-
service teachers prepare
to leave EDUC 433 Sociology of Education to head into their
first field placement they
are asked to look for a student or groups of students who are
placed on the margins of
the classroom or the school. They are simply to observe what is
happening around these
students. When they return from the field their experiences are
unpacked as a class. They
also read the article “Teacher Research as a Way of Knowing”
(Lytle & Cochran-Smith,
1992), in which Lytle and Cochran-Smith discuss how a
researcher stance can both
inform and sustain social justice teaching. The pre-service
teachers then research the
subject, issue, experience, and/or exclusion they witnessed
during their teaching practi-
cum to see what is known about this phenomenon in the
literature so as to deepen their
understanding.
15. They are also encouraged to consider actions that could be
taken by one individ-
ual teacher, by teachers and administrators, and possibly
community members to create
greater inclusion and belonging. They may further identify
board or system level sup-
ports that could support these students and possibly their
families. In response to this
endeavour, we have observed that pre-service teachers tend to
notice the many different
ways that students become placed on the margins of schooling
and what might be done to
address such situations. In this way we bring forward a key
concept that we have attempt-
ed to develop in Sociology of Education—that of teacher
agency. We hope to show that
educators who are critically conscious, working alone, but more
often in collaboration
with others, can and do make a difference in classrooms. The
reaction from our pre-ser-
vice teachers to this linking assignment has been
overwhelmingly positive. In addition to
writing a paper on a topic of their choice, pre-service teachers
share their findings with
their peers using different strategies such as talking circles or a
human library. The intent
underlying the activity is to foster their understanding about
how teacher research can
increase their agency in the classroom.
Transphobia and Cisgender Privilege 9
Canadian Journal of Education / Revue canadienne de
16. l’éducation 40:1 (2017)
www.cje-rce.ca
Methodology
As researchers, we embrace thick, rich descriptions and
understandings that emerge from
qualitative research, and we appreciate its ability to capture the
nuances and complexities
of teaching (Merriam & Tisdell, 2016). This research grew out
of observations by two of
us who were teaching EDUC 435 Inclusion Practices 1 in
Winter 2015. Since implement-
ing the critical inquiry assignment, there have been over 600
papers written on a vari-
ety of topics, but this was actually the first year that five pre-
service teachers identified
critical incidents in schools related to transphobia and gender
construction. These papers
highlighted concerns about the enduring gender binary that
presents itself in schools. We
saw these critical incidents as giving us insights into what is
happening in schools with
regard to social justice, and also as important artefacts that
could be used to inquire more
deeply into how pre-service teachers understand their emerging
teaching practice (Mer-
riam & Tisdell, 2016).
Reading the critical incident papers piqued our interest; in
response, we invited
all five students to participate in a focus group with us once
course work and evaluations
had been completed. The five pre-service teachers accepted. The
participants reflect the
rural university’s demographic, as they identified as white,
17. female, heterosexual, and
middle class. The participants’ ages ranged from the early
twenties to early thirties. Of the
five, one was a parent. Ethics had been previously obtained as
part of the larger ongoing
longitudinal study on the impact of the positive space program
interwoven in our pro-
gram, for which we have the approval to use focus groups and
documents generated by
participants to understand the program’s impact. Students were
formally invited to partic-
ipate with letters of invitation and informed consent was
obtained. Data consisted of the
five critical incident papers (1,200–1,500 words in length)
submitted to the research team
and the follow-up focus group interview. During the focus
group interview, we engaged
the participants about the ways in which gender presented itself
in schools during their
first practicum. The focus group interview enabled us to hear
the opinions of a smaller
group with the understanding that the opinions expressed by the
focus group might reso-
nate with others from the same community (Merriam & Tisdell,
2016). The focus group
conversation was approximately 90 minutes in length. It was
recorded and transcribed by
a research assistant. The focus group was held in January 2016,
when these pre-service
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18. www.cje-rce.ca
teachers were in Year 2 of their program. At the time of the
focus group, the pre-service
teachers had completed Levels 1, 2, and 3 of the LGBTQ
awareness program.
Each researcher read the critical incident papers individually
and coded the recur-
ring ideas. We then met to see where our initial analysis
overlapped, which enabled us to
develop themes that guided the development of our focus group
questions and interview
(Merriam, 2009). We read the transcripts individually, and then
as a group, to look again
for common patterns to inform the development of larger
themes. There was overlap
between the patterns that emerged in the analysis of the critical
incident papers and the
focus group interview, which allowed us to identify three major
themes: (1) policing gen-
der and responding, (2) unpacking gender through writing, and
(3) identifying challenges
associated with re-teaching gender.
Findings
Pre-Service Teachers Identifying and Problematizing Gender in
Schools
Our study provides practical examples of how critical curricula
and social justice educa-
tion can be brought together to inform teacher education. By
embedding Positive Space
training into the formal curriculum of two compulsory
foundations courses, we are able
19. to model to pre-service teachers how to disrupt, disturb, and de-
privilege heteronormativ-
ity, and trouble gender. The critical incident paper provided a
deep way for our pre-ser-
vice teachers to reflect upon their experiences. They identified
that writing the paper was
important, as it gave them permission to critically inquire into
what they felt was not
present in schools in the form of gender education.
Additionally, through the research
literature, their feelings were validated that more can be done to
create safe and inclusive
spaces for transgender students, beginning with gender
education for all students. The
focus group conversation provided an additional layer to unpack
the complexity of social
justice work and its ongoing tensions. As the nature of social
justice teaching is often
complex for beginning teachers, our participants appreciated the
opportunities provided
by our program to critically reflect upon and share their
experiences, learning, and possi-
bilities for their future practice.
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Theme One: Policing Gender and Responding
Schools, like society, find ways to police gender overtly and
covertly. Although many
20. have rallied against the notion of “sex as destiny” or some
“essence” prescribing fixed
gender roles to males and females (like de Beauvoir, who wrote
The Second Sex in 1949),
the gender binary persists. Our pre-service teachers were deeply
troubled by gender
regulation and policing at the schools. Foucault (1979) explored
how various levels of
surveillance regulate people’s behaviours; people are expected
to perform a variety of
roles, and people perform them due to external and internal
regulation for fear of social
sanctions or other consequences. The regulation of gender may
be similarly seen by the
social sanctions and conflicts that can arise when people do not
perform and conform
to gender roles and expectations. Concerns around the policing
of gender by educators,
peers, and parents were touched upon by several participants;
here, we highlight all three
levels of regulation. We also note that our pre-service teachers
did try to support youth
who were expressing aspects of themselves outside of gender
norms. However, the com-
plexity of resisting the pressure to conform to gender
stereotypes and the expectations
around gender performativity are real, and the tension between
resistance and regulation
is ongoing. These tensions can often be challenging to navigate,
as pre-service teachers
themselves are situated in different power positions in the
education system in which they
seek employment.
Educators policing gender. In Janice’s school experience, she
was encouraged
21. and discouraged by how her two cooperating teachers (CTs)
interacted with a particular
youth. Janice explained during the focus group interview how
her CTs responded in very
different ways to a transgender male student:
So I walked into my first practicum…and somebody’s female
name was scratched
out with the new male name he wanted to go by and my first CT
was phenomenal.
It wasn’t a big deal, this is what you call him [the student]; end
of story…down to
another classroom…the teacher [CT 2] wouldn’t even
acknowledge the existence
of this human being…it just like suck[ed] the air right out of the
whole class-
room… (Janice, Focus Group Interview, January 8, 2016)
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Janice initially wrote about this incident in her paper, and
explained that the first CT
treated the youth and the change of this person’s identity and
name as normal. In con-
trast, the second CT would not even call this youth by name,
and simply called the youth
“you.” In the critical incident paper, Janice shared her first
interaction with the second
CT and her discomfort in what she witnessed. In one instance,
the second CT had asked
22. all the other students in the class by name to read aloud, and
when it came time to call
upon the transgender student, all the CT could muster was “OK,
YOU, your turn!” Janice
watched as the student “trembled through the reading and when
he was finished he put
the book away, head down and continued to doodle on his
sheet” (Janice, Critical Inci-
dent Paper). What struck Janice was how powerful educators are
in their ability to affirm
or belittle the existence of youth in their classrooms.
In witnessing such dramatically different responses to gender
and name changes,
Janice reportedly had the confidence and insight to affirm the
child. In our classes and
Positive Space training, we talk about power at the individual,
institutional, and systemic
level. While different strategies are needed to challenge power
at different levels and in
different ways, it is possible to act. Janice shared how she
responded and tried to support
this youth:
So after having some training…[I was assured that I could] just
to go up to the
student afterwards, [so I said,] “Hi Jamie, how are you? I see
you’re drawing, you
are really good at drawing,” just to acknowledge their existence.
That’s all it took,
like it wasn’t a big thing, but to see [a teacher] say “you” and
then watch Jamie
have to read out loud in a second language and just crumble…it
still shakes me…
then to just go afterwards [to the student] and say, “Wow, you
are a really good
23. drawer Jamie, how did you learn to do this?”…[you could] just
see a weight lift.
(Janice, Focus Group Interview, January 8, 2016)
While the pre-service teacher is mindful of the power imbalance
that exists between
herself and the CT, she, reportedly, was able to affirm the
youth. Her efforts did not chal-
lenge the teacher’s attitude, the power imbalance, or gender
performativity and regula-
tion, but it did affirm the child.
Another student teacher reported how she was horrified by the
lack of compassion
and the negative comments and judgements made against the
children of a trans parent.
Susan explained:
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In my practicum experience, there was a little boy in my school
(in Grade 2),
who enjoyed wearing pink, carried a purse, wore necklaces and
most of all, loved
wearing his sister’s clothes. I, personally, thought nothing of
it—my CT on the
other hand had much to say on the topic. When his sister, who
was in my primary
classroom would “act out,” my CT would say things to me like
“She’s just doing
24. it because Dad recently became Mom,” and “This family will do
anything for
attention.” (Susan, Focus Group Interview, January 8, 2016)
While Susan did feel empowered by researching this incident
and was committed to
being an ally, she was visibly troubled in class during the
talking circle in 2015, and still
noticeably shaken in the focus group discussion in 2016. Social
justice work is heartfelt
work and sometimes there is no easy resolution. Time and
opportunities to shape different
attitudes is the hope that lingers.
Students policing gender. In a different school, another pre-
service teacher, Rena,
had an encounter in the classroom with students policing
gender. She explains:
Well my first practicum I did encounter a trans student, she
[was] identified as a
female, but she was in the process, I believe, of identifying as
male. But she never
told me “call me this or do this”…the other students in the
classroom, were kind
of negative about it. [For example, students would say,] “I don’t
want to work
with her”; stuff like that… (Rena, Focus Group Interview,
January 8, 2016)
The power of peers in school and their ability to regulate the
behaviour of many is not
new. In this case, though, students identified a gender
difference as a reason and justifica-
tion to not only be uncomfortable, but a reason to not work with
another classmate. This
25. was said overtly and publicly.
Yet, in response to the expectation of gender performativity as a
norm governing
social and classroom behaviours, Rena was able to act. When
confronted by this situa-
tion, she explained:
That’s when you have to become the ally, that’s when the
Positive Space training
did kick in and you’re like why, why is she any different than
you?... I think it
boosted my confidence a bit just to be able to speak about it and
talk to the kids
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and tell them the right way to think of things in that sense.
(Rena, Focus Group
Interview, January 8, 2016)
Rena did not let the regulation of another student go
unchallenged. In anti-bullying train-
ing, and other social justice work, we are learning that to not
challenge, to remain silent,
especially if one has some power in the situation, is to covertly
affirm the overt negative
remarks. By interrupting the narrative around gender rigidity
and trying to reteach gen-
der to the peers of the emerging trans student, the pre-service
26. teacher tried to change the
unsettling conversation to a teachable moment. It is these
moments that educators often
encounter. The unplanned, unrehearsed, but often powerful
moments and opportunities to
help youth be critical and potentially open their ideas to
different possibilities, especially
in regard to gender and identity.
Parents policing gender. The multiple levels on which youth
receive messages
about gender are profound. The gender messages young children
received are shaped
from a very early age. This is how the gender binary continues
to hold so much power;
there is fear of not conforming and performing due to the
censure of others. In this exam-
ple, Susan explains:
I had a kid in my class and we were in the playroom…he was in
the house cen-
tre, he was assigned to go play house…and he said, “Well I
can’t go [to the] play
house” and I said, “Well, why not?” And he said, “Well if my
mom finds out that I
played with dolls I will get in trouble.” (Susan, Critical Incident
Paper)
A young male was afraid to get into trouble for playing house.
He is already aware of
stereotypical gender roles. These are so deeply engrained that
even generations of women
and men performing different gender roles cannot alleviate his
fear of being in trouble.
The student teacher tried to affirm his ability to play in a space
he worried about going
27. into. In the focus groups, Susan described telling the student:
“Your mom is not going to find out, go play with the dolls!”
And he was so happy,
he came up to me after and was like “Thanks Ms. for letting me
play with the
dolls today” and I was like “You are welcome, you can play
with them whenever
you want” and that was all it took, right? But just the
confirmation that I wasn’t
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going to go tell his mom he played with dolls because he was so
scared of getting
in trouble. (Susan, Focus Group Interview, January 8, 2016)
Whether or not the fear remains concerning what a child can or
cannot do when a paren-
tal or other authority figure is watching her or his gender
performance is not clear, but in
the classroom, the freedom the child had to play was certainly
appreciated. Again, gender
is complicated and messy, and our “in the moment” reactions to
situations that arise can
be complicated and messy as well. All in all, the policing of
gender presently continues
in our classrooms, school, and society. Whether or not the
incident is explicitly trans or
gender, these are all powerful examples that enable us to see the
28. regulation of gender and
the gender binary at play in social dynamics.
Theme Two: Unpacking Gender through Writing
The ability to identify overt incidents of homophobia and
transphobia in schools is a key
underpinning of anti-oppressive pedagogy, and informs our
practice. The critical writ-
ing assignment was designed to enable pre-service teachers to
apply theories learned in
course work to practical moments in schools. As previously
described in this specific set
of critical incident papers (January 2015), it struck us that there
was an increase in the
number of incidents in relation to gender and experiences with
transgender students and
families. During the focus group interview, participants
discussed the importance of not
only having the opportunity to think and write critically about
moments lived in school
following their first practicum (January 2015), but also the
opportunity to return to these
moments and reflect upon what they had written a year later in
the focus group interview
(January 2016).
Pre-service teachers explained that one of the key components
informing the writ-
ing of such papers in term two was the trust they had built with
their instructor in term
one. For example, Janice, reflecting upon the act of writing the
critical incident paper a
year later, commented:
I did think it was helpful to write it [critical incident] out on
29. paper. My poor hus-
band had to hear everything so he was glad when I got to put it
all down on paper
because you really don’t know [who to talk to]; I don’t know if
trust is the right
word, but you don’t know who you can confide in when you are
in that situation,
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especially when you are a pre-service teacher. Who do you go to
talk to that is not
going to affect what you are trying to become?... You want to
be the advocate but
at the same time you want to be accepted in the school system
so where is that
line, you know? And you know I want to stand up and be that
person, and I also
want to pay the bills, right? So what do you do and who do you
trust? So to be
able to write it out on paper [was good] and know I could trust
Laura-Lee [course
professor]. (Janice, Focus Group Interview, January 8, 2016)
We note the importance Janice placed upon being able to share
such a moment with an
instructor whom she trusted, as she seemed to experience some
very real tensions about
who she might confide in. This was a particularly tricky issue
for Janice to navigate as it
30. directly involved one of her cooperating teachers.
Another pre-service teacher noted how writing the critical
incident paper allowed
her to identify what was not present in schools. Thea
commented:
I thought it was really helpful to write the paper… I just wrote
about having the
conversation [about gender] starting in elementary schools. So
as helpful as it
was to write the paper, I still feel like it [gender] is not a thing
[in elementary
schools]… I don’t feel like it’s a topic that’s on the radar… A
lot of people say
it’s too young to start [teaching gender] any time before Grade
6, which is com-
pletely ridiculous in my opinion. I think it should start in
primary because even
something as simple as gender stereotypes, it doesn’t have to be
this big elaborate
conversation, it can be something as “no, pink is not a girl
colour”; “no blue is not
a boy colour.” (Thea, Focus Group Interview, January 8, 2016)
We note some frustration in Thea’s discussion of her critical
incident, as she explained
that while it was important to write about the lack of gender
education in schools, for
her, it seemed to further emphasize the work that needs to
happen at the elementary level
around the explicit teaching and disruption of the gender binary.
While the critical incident paper enabled pre-service teachers to
identify challeng-
ing experiences, we found the opportunity to validate their
31. experiences as problematic
through the established literature was also important for pre-
service teachers. For exam-
ple, Gina explained:
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I found it was good to be able to do research based on our
experiences…so I
found it was really helpful to look at it [gender] a bit more from
like an elemen-
tary perspective because I think a lot of what you do in
elementary is…helping
children develop their values of acceptance and also seeing
themselves. If they
are feeling that way that that’s okay that they don’t necessarily
need to be doing
anything right away about it [gender and how they
identify/express] but they feel
that they could…I think it [writing and analyzing] makes it a bit
more real for us.
(Gina, Focus Group Interview, January 8, 2016)
In this moment, Gina explained how searching through the
literature helped her to affirm
what she had lived as troublesome and provided her with new
understanding about what
gender education might look like in elementary classrooms.
Overall, we note the impor-
tance of the Positive Space training program as situated within
32. compulsory course work,
particularly a writing activity that enabled them to think
critically about moments lived in
school in relation to educational research.
Theme Three: Identifying the Challenges Associated with Re-
Teaching
Gender
Of all the human diversities, gender is the one we encounter
earliest in our lives. At
birth, most of us are assigned a gender identity based on a
biological sex, and from that
moment, gender expectations are placed upon us. Families and
communities articulate
and enforce those expectations, and schools and teachers often
assume an uncritical
stance supporting the rigid gender binary system that declares
there are only two “oppo-
site” genders. Beginning in early childhood learning centers,
many educators, often
unconsciously, have failed to see the social construction of
gender and the need to criti-
cally examine it. Similarly, the idea of “rethinking” gender in a
critical way is not on the
radar of many in-service teachers. Our pre-service teachers have
begun to examine gen-
derism and sexism in their foundations of education courses,
and Positive Space Levels
1 and 2 communicate the need to re-teach gender in schools and
some of the barriers that
prevent that.
Fear of parents intersecting with societal norms. Rena, during
the focus group
33. interview, described her understanding of gender identity as
something that is socially
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constructed and that the norms around it and the gender binary
can be opened up, trou-
bled, and retaught at every grade level. Rena noted that things
had changed but chal-
lenges remain in schools:
It’s not as bad as it was 20 years ago, but there is still the
societal norms and this
is how this should be and this is how this should be… And
again, the parents…I
find that’s a big, big issue because the parents, that’s the wrath,
that’s who schools
get now…if you…say something to a kid the wrong way, you
are going to get a
whole lot of crap from someone. Either admin or the parents
who contacted the
admin…it is also like dealing with a lot of different views and
beliefs. (Rena,
Focus Group Interview, January 8, 2016)
Rena understands that, while schools officially espouse the
development of critical think-
ing, challenging societal norms in schools is not easily done.
Rena believes that troubling
family and community norms can have consequences for
34. teachers. The overall effect on
teachers means that many will avoid any efforts to re-teach
gender in schools.
Interrupting the gender binary. Schools have traditionally been
constructed with
the gender binary in mind. This assumes that there are only two
possible genders, they are
opposite to each other, and they are defined by biological sex.
In older school buildings,
we can still see evidence of separate entrances for boys and
girls. Separate sex wash-
rooms continue to exist in most schools, necessitating the need
for separate lines—one
for girls and one for boys. Thea noticed,
In elementary we are always dividing them as boys and girls.
What if they are
gender neutral? Or they don’t know where they fit in, then what
do you do? So
then I started going if you have brown hair, go line up... That
was just something I
really noticed in my last practicum especially [teachers]
saying…“all the boys do
this” and “all the girls do this”… (Thea, Focus Group Interview,
January 8, 2016)
Right from the first day of school, the physical structure of a
school further imposes the
gender binary on students. Added to this are the ways in which
the adults in the building
organize the everyday rituals, practices, and language around
what is involved in con-
structing gender identity. Re-teaching gender means breaking
apart the gender binary
systems and seeing gender as a fluid continuum of identity
35. possibilities. It means that if
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educators are conscious of the myriad of ways gender presents
itself, they can interrupt
genderism and sexism on a daily basis. To do so, however,
involves a critical re-exam-
ining of everything, from taken-for-granted organization of the
classrooms, hallways,
bathrooms, and change rooms, to curriculum materials and
offerings for students in the
form of literature choices and LGBTQ representation in books.
Lack of resources. Educators who are aware of the need to re-
teach gender in
schools do need classroom resources to support their teaching.
In an elementary class-
room, this could be finding and having the funds to purchase
children’s books with
diverse representations of gender fluidity. Gina provides an
example of how the lack of
teacher resources can be problematic. As a French immersion
teacher outside of Quebec,
she found resources that trouble the gender binary system hard
to find. She explains:
I found it hard to find books…this year in French immersion,
it’s really hard to
find French resources… I know personally I have been trying to
36. start collecting
books that have a really good story you can just use for a read
aloud. Because we
are reading all the time for our students and it’s so easy to kind
of fit [the topic] in
lessons without making it an official lesson…just like teaching
them right away
that it [gender as fluid] is okay. (Gina, Focus Group Interview,
January 8, 2016)
On a hopeful note, Gina shows determination to not let the lack
of resources stop her
from engaging in social justice teaching. She sees the informal
curriculum as a powerful
place of challenging social norms. However, we know that not
all teachers will have this
level of commitment. If we are to re-teach gender in schools, we
need to not only change
attitudes but also provide the systemic supports necessary for
teachers to do so.
Discussion: Challenging Genderism in Schools
The discrimination trans and gender non-conforming youth and
their families experience
overtly and covertly in schools, staffrooms, classrooms, and
hallways is witnessed by
our pre-service teachers. The findings of our ongoing work
(Kearns, Mitton-Kukner, &
Tompkins, 2014a, 2014b; Mitton-Kukner, Kearns, & Tompkins,
2015) point to the impor-
tance of explicit LGBTQ and gender education in teacher
education. While the literature
tends to emphasize the importance of using curriculum as a
means to address LGBTQ,
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transgender, and gender non-conformity issues and concerns
within teacher education
(Gay, Lesbian, and Straight Education Network, 2011; Rands,
2009), few studies explic-
itly identify how this might be pragmatically achieved (Ryan,
Patraw, & Bednar, 2013).
Rands (2009) suggests that at its very foundation, teacher
education must consider the
importance of a “gender-complex perspective,” one that
“question[s] the ways in which
gender is operating and what the consequences are” with
considerations of “the complex
sets of privilege and oppression that students and teachers
experience based on their gen-
der categories, gender expressions, and the gender attributions
others make of them” (p.
426).
In our review of the data, we found pre-service teachers
overwhelmingly noticed
the lack of gender education in schools, particularly within the
elementary school con-
texts in which some of them were situated for their first field
placement. We acknowledge
that preparing pre-service teachers for the kinds of gender
rigidity that may be found in
elementary schools is challenging in the sense that their own
assumptions about what can
38. be taught to elementary-age children must be disrupted first. It
takes considerable effort
to remain awake to a force as pervasive and as normalized as
genderism. Butler, Osborne,
and Segal (1994) remind us “it is a collective struggle to rethink
a dominant norm” (p. 5).
In their struggles, our pre-service teachers referred to the lack
of gender education and
the need for more awareness of trans and LGBTQ issues in
school as problematic, as it
limits the gender expression of all youth and creates
heteronormative, homophobic, and
transphobic school climates.
Building upon the possibilities of explicit gender education in
teacher education
as suggested by Rand (2009), we reflected upon our program
and its emphasis on equity
and social justice, which, in turn, has informed the development
of courses like Sociol-
ogy of Education, Diverse Cultures, and Inclusive Practices to
support the development
of pre-service teachers who are capable of meeting the
multifaceted needs of students
in 21st-century schools. In our program, problematizing gender
and expanding under-
standings of gender is sequenced across the two-year program,
with specific emphasis
on interlocking forms of oppression (Sociology of Education)
and inclusive instruction-
al practices (Inclusive Practices 1), complemented by explicit
Positive Space training
regarding the inclusion of the LGBTQ community in schools.
The course Sociology of
Education, alongside embedded Positive Space training Levels 1
and 2, introduce year
39. one pre-service teachers to the terminology associated with the
LGBTQ community and
Transphobia and Cisgender Privilege 21
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aims to raise their awareness about the presence of
heteronormativity and heterosexual
and cissexual privilege in school contexts. In term two, the
course Inclusive Practices 1
problematizes the term inclusion as it used in educational
contexts across a continuum of
philosophies, policies, and classroom practices with the aim of
fostering critical thinking
about biases in school texts, and practical understanding of
differentiation of instruction
and assessment as part of effective teaching practices. Within
the context of course work
and explicit training, gender is viewed as a social construct,
which helps pre-service
teachers be mindful of their relational and instructional
interactions with students. The
participants in our study credited the program and the Positive
Space training to raising
their awareness about the presence of genderism in schools and
providing them with
some insights into how they might proceed reactively as
moments emerge and, hearten-
ingly, how they might proactively create curriculum spaces that
formally and informally
trouble narrow conceptions of gender.
40. We acknowledge that preparing pre-service teachers to disrupt
gender rigidity
in schools is challenging. Our own study is limited in that the
sample size is small and
specific to our education and training program. However, there
is much to be shared from
the experience of recognizing interlocking forms of oppression
and explicitly creating
a space to train and increase the awareness of pre-service
teachers. In sharing what our
students have encountered in classrooms, we see there is hope
for agency, and the need
to support and help future teachers create change. Teacher
research is also about cultivat-
ing agency for our pre-service teachers. Encouraging pre-
service teachers to investigate
issues of concern and have a critical practice does help them
commit to systemic changes
and challenge inequities in the educational system. In
recognizing and sharing practices
we can all create better classrooms and schools for all our
youth. In interviewing elemen-
tary and secondary pre-service teachers, we recognize there is a
need to help future edu-
cators question and recognize how and when the gender binary
inserts itself in schools.
Teacher education programs can help foster a sense of agency to
redress transpho-
bia and genderism in schools by explicitly talking about the
gender binary and the impor-
tance of challenging gender norms. An excellent example of
how gender education may
occur in elementary classrooms is demonstrated in a study
conducted by Ryan, Patraw,
41. and Bednar (2013). In an innovative, long-term, inquiry into a
Grade 3 teacher’s curricu-
lar practices, the researchers found that the teacher’s proactive
efforts enabled her and the
students she taught to become “independent problem solvers
who had confidence to stand
Transphobia and Cisgender Privilege 22
Canadian Journal of Education / Revue canadienne de
l’éducation 40:1 (2017)
www.cje-rce.ca
up as allies for classmates and community members who were
being bullied or treated
unfairly” (p. 103). In terms of knowing when to introduce an
examination of gender in
schools, it appears that it needs to be at every level. For
example, Keddie and colleagues
(2008) describe how two teachers in rural Australia used
“pedagogies of subversion” (p.
194) to challenge the status quo. Courageous teachers, armed
with critical thinking skills
and a sense of social justice are leading the way, showing us
what can be done. Educators
talk about change and hope in troubling gender (Webber, 2016).
They talk about shifting
the conversation about gender, and doing so in small ways each
day. In discussing gender,
we found it is important to focus on the T in LGBTQ, and
differentiate between gender
and sexuality. We need to further trouble genderism and
heteronormativity at the elemen-
tary and secondary levels. Small interruptions, ally work,
42. affirming the child—all these
tactics make a difference.
Concluding Thoughts
The power to been seen in the world is intricately linked to
one’s sense of possibilities.
Educators who can interrupt the gender binary can allow spaces
for a diversity of gen-
ders to be seen. Overall, social justice, anti-homophobia, anti-
transphobia, and gender
work need to continue to evolve and respond to the complexity
of the human condition.
At a school and society level, so long as debate around LGBTQ
identities persist, and the
gender binary is reinscribed and policed, it will be hard for all
youth to thrive, in partic-
ular trans youth, who embody gender complexity and resist a
simple identity-labelling
system. In our study, trans identities require the highly nuanced
and complicated school,
gender, and social justice advocacy discussions that embody
social change. We hope the
experiences of our pre-service teachers, as they journeyed to
being educators capable of
research and social justice advocacy, helped to further inform
the field in this critical area
of teacher-education.
Transphobia and Cisgender Privilege 23
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l’éducation 40:1 (2017)
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