Suchergebnisse

Multicultural education, in some capacity, is a part of nearly every teacher education program in the country. Studies have shown, though, that this multicultural education does not often include issues of gender non-conformity and sexuality as a part of the instruction. Given these experiences in teacher preparation programs, we wanted to investigate pre-service and in-service social studies teachers' sense of self-efficacy in working with LGBTQ youth, teaching LGBTQ content, and addressing LGBTQ bias in school context. Using a Likert-scale we assessed the self-efficacy of 47 pre-service teachers. We found that the teachers had the highest sense of self-efficacy working with LGBTQ students and families. The participants reported a lower sense of self-efficacy teaching LGBTQ content and the lowest sense of self-efficacy addressing bias against LGBTQ individuals in commercial teaching materials and school contexts. The results of this study reveal the need for social studies teacher educators to be purposeful in the inclusion of these topics in their teacher preparation courses.

There is no dearth of literature on the politics of LGBTQ social movements across the globe. The book under review focuses on the United States of America, dealing with the prolonged and dramatic s...

Introduction -- Before and after Stonewall -- Activism in the early days of AIDS -- Marriage politics -- LGBTQ youth and social change -- The "B" and the "T" -- Conclusion

Perverting Haiti: the transnational imperialist discourse of the Black republic as the premodern land of "voodoo/vaudoux" -- The missionary position: U.S. Protestant missionaries and religious homophobia -- Evangelical Christian homophobia and the Michèle Pierre-Louis controversy -- "Zonbi, zonbi" at the ghetto biennale: a queer act of intervention against postcolonial homophobia -- The sexual politics of rescue: the global LGBTQI and postcolonial homophobia after the 2010 earthquake in Haiti -- The emergence of a social movement against homophobia -- Epilogue: the transnational #blacklivesmatter movement and the serialization of Black (queer) death.

This article highlights the interconnection between Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) research and social policy research, and argues that a greater focus on the welfare needs of gender and sexual minority people can advance the defamilisation and familisation literature. While defamilisation and familisation studies have gained significant attention for examining whether individuals, especially women, have adequate opportunities to balance their work and caregiving responsibilities, most of them pay insufficient attention to the challenges faced by LGBTQ+ individuals in organising their caring and working life. This article addresses this research gap by undertaking three analytical tasks. Firstly, it explores the defamilisation and familisation risks faced by LGBTQ+ individuals. Secondly, it presents a 'queer life mix framework' to inform the selection of suitable welfare models to guide governments in tackling these risks. Thirdly, it demonstrates how the ideas of the queer life mix framework can be put into practice.

PurposeThis study aims to explore the self-efficacy of social studies teacher education working with lesbian, gay, bisexual, transgender and queer (LGBTQ) preservice teachers, teaching LGBTQ content in their methods courses, and helping the preservice teachers they teach in those classes reduce their bias and prejudice against LGBTQ individuals.Design/methodology/approachThis study, framed by self-efficacy theory, employs a mixed methods approach, qualitative semistructured interviews (n = 6) and quantitative (Likert-scale) survey questions (n = 174).FindingsParticipants reported high self-efficacy in working with LGBTQ students but showed decreased efficacy in teaching about LGBTQ content and helping reduce preservice teacher LGBTQ bias. Participants suggested that time in the curriculum, lack of knowledge about LGBTQ topics/issues, and the lack of institutional support are some of the leading barriers to LGBTQ inclusion in the social studies teacher preparation curriculum.Originality/valueThis is the only work conducted at this scale to examine social studies teacher educators' self-efficacy in LGBTQ-inclusion in methods courses. It has implications for increasing this self-efficacy to help make P-16 social studies education LGBTQ-inclusive.

The article examines the problem of relations between the General and the Unique in the social and political sciences. The author highlights the different views on this perspective: some scientists explain specific cases by bringing them under general theories and laws while others researchers emphasize that each case, each phenomenon is unique and shouldn't be generalization. The author theorizes that there is a methodological bridge between the generalizing spirit of social science and uniqueness of events and cases.