Suchergebnisse

Purpose: This article explores different strands of educational discourse about sexual diversity in Portuguese schools, from the students perspectives. Method: The methodological approach consisted in conducting focus groups discussions: 36 with 232 young students (H = 106, M = 126) in 12 public secondary schools. Findings: Students reveal a polyphony of discourses that gravitate between liberal acceptance, conditional acceptance and intolerance. Research implications: Attention is drawn not only to discriminatory processes that question school as a democratic place for LGBT youth, but also to the gap between what is legally decreed and a lack of know-how in the approach to sexual diversity in school.

Purpose: This article explores different strands of educational discourse about sexual diversity in Portuguese schools, from the students' perspectives.Method: The methodological approach consisted in conducting focus groups discussions: 36 with 232 young students (H = 106, M = 126) in 12 public secondary schools.Findings: Students reveal a polyphony of discourses that gravitate between liberal acceptance, conditional acceptance and intolerance.Research implications: Attention is drawn not only to discriminatory processes that question school as a democratic place for LGBT youth, but also to the gap between what is legally decreed and a lack of know-how in the approach to sexual diversity in school.

This article analyzes the level of recognition of sexual and gender diversity within an educational context; taking the school as an institution that trains subjects from a uniformity of knowledge and expected behaviors. To accomplish this, it explores the "theories" that arise in the teachers of one public school in Cali, Colombia to explain sexual diversity, understood as events that come to interrupt institutional stability, and seeks to understand the positions they take with regard to the sexual identity of the students.

Objetivo: Presentar algunas reflexiones conceptuales, metodológicas y políticas para el estudio de la diversidad sexual y de género en el marco del conflicto armado y en el proceso de construcción de paz. Metodología: Para plantear estas consideraciones se realizó una búsqueda bibliográfica en bases de datos de internet y una revisión de prensa para identificar las apuestas académicas, gubernamentales y periodísticas que se han desarrollado al respecto. Resultado: Debido a que es un campo de estudio reciente en el país, se requieren algunas advertencias preliminares que busquen enriquecer la apuesta investigativa sobre el tema. Conclusión: La implementación de la perspectiva de género y, en específico, de la perspectiva de diversidad sexual y de género, son mecanismos fundamentales para el proceso transicional que afronta Colombia. ; Objective: To present some conceptual, methodological and political reflections for the study of sexual and gender diversity in the context of the armed conflict and in the process of peace building in the country. Methodology: To propose these considerations a bibliographic search in databases and a newspaper review was carried out to identify the academic, government and journalistic documents that have been developed in this regard. Results: Because it is a recent field of study in the country, some preliminary warnings that seek to enrich the research on the subject are needed. Conclusion: The implementation of the gender perspective and, specifically that of the sexual diversity and gender perspective are fundamental mechanisms for the transitional process that Colombia is facing.

El presente artículo tiene como objetivo demostrar cómo la organización de la sexualidad es una cuestión social. Para ello se analizan algunas características del pensamiento social y político en nuestro país y se presentan las relaciones que se evidencian entre estos aspectos y la organización de una sexualidad promovida y "aceptada" desde el poder. Se parte de la idea de que el discurso, en las múltiples formas en que este transmute, es un aspecto central para dar cuenta de cómo la heteronormatividad reproductivista ha logrado instalarse en la población como un organizador de la vida cotidiana que excede ampliamente el ejercicio sexual y que coloca a toda práctica que se aleje de la heterosexualidad y del fin reproductivista en el campo de lo abyecto, tildándolo de desviado, anormal, enfermo. Los resultados de esta trama ideológico-discursiva imponen una serie de requerimientos de supervivencia específicos para la población que no se encuadra dentro de la pauta sexual hegemónica, lo que pone de manifiesto la dimensión eminentemente política que tiene, en la actualidad, la sexualidad humana. ; This article aims to demonstrate that the organization of sexuality is a social issue. With that purpose, some characteristics of Argentinian social and political thought are analysed and the relationship between these aspects and the organization of a sexuality promoted and accepted by the power are presented. We assume that discourse –through the multiple forms it adopts– is a main aspect to explain that reproductivist heteronormativity has achieved to establish itself as an everyday life organizer, which widely exceeds sexual practices and considers non heterosexual nor reproductivist practices as abject, deviant, abnormal and sick. The consequences of this ideological and linguistic network impose a number of specific survival strategies to people excluded from the hegemonic patterns of sexuality, which demonstrate the eminently political dimension of human sexuality.

In the current globalized world, the individualism is emphasized, threatening human values to capitulate within market relationships. In this context, education emerges as a powerful tool to revalue the human being as a person and in the relationship with others. Therefore, this essay aims to explore LGBTI groups' human rights and analyze how these rights of sexual diversity work as a necessary analytical approach to promote tolerance, as well as respect, through education. To do this, it will be studied how the international scenario is channeled into the local level through the Ley 26150 de Educación Sexual Integral, 2006 (Argentinian law on Integral Sexual Education), and its compliance will be tested implementing surveys and semi-structured interviews. In this regard, specific analytical criteria have been used, such as the level of education of teachers, the existence of real situations of discrimination based on sexual motivations within school facilities, and the boundaries and resistances that come from other social environments. Therefore, we prove that, despite the new legal progressive advances, the daily enforcement of the sexual education law shows limits that derive from the cultural context, as well as from the lack of training of teachers. ; En el mundo globalizado actual se profundiza el individualismo en el que los valores humanos están expuestos permanentemente a capitular dentro de las relaciones de mercado. En este contexto, la educación emerge como la herramienta idónea para revalorizar al sujeto como persona en sí misma y en su relación con las otras. En este sentido, el objetivo de este trabajo consiste en explorar los derechos humanos de las personas LGBTI y cómo estos derechos de la diversidad sexual operan como un enfoque analítico necesario para fomentar la tolerancia y el respeto por los otros seres a través de la educación. Para ello, se analiza la canalización del escenario internacional hacia el nivel local dentro de la República Argentina por medio de la Ley de Educación Sexual Integral Ley 26150 (2006) y se toman datos cualitativos y cuantitativos sobre la implementación de esta norma por medio de encuestas y entrevistas semiestructuradas a docentes. En este punto, se utilizan como criterios de análisis el grado de capacitación de docentes, la existencia de situaciones reales de discriminación por motivos sexuales en ámbitos educativos y la presencia de límites que provienen del entorno a la hora de aplicar estas políticas. De tal manera, se demuestra que a pesar de los avances legislativos progresistas, la aplicación cotidiana de la educación sexual presenta ciertas resistencias que provienen del entorno cultural como así también de la falta de capacitación del personal docente. ; No atual mundo globalizado, o individualismo se aprofunda; neste individualismo os valores humanos estão permanentemente expostos dentro das relações de mercado. Nesse contexto, a educação se apresenta como a ferramenta ideal para reavaliar o sujeito como pessoa em si mesmo e em sua relação com os demais. Nesse sentido, o objetivo deste trabalho é explorar os direitos humanos das pessoas LGBTI e como esses direitos da diversidade sexual operam como uma abordagem analítica necessária para promover a tolerância e o respeito entre as pessoas, através da educação. Para fazer isso, é feito um análise da canalização do contexto internacional ao nível local dentro da República Argentina, através da Lei de educação sexual integral 26150 (2006), por meio de dados qualitativos e quantitativos sobre a implementação desta norma, utilizando enquete e entrevistas semiestruturadas com professores. Nesse ponto, é tomado em conta o grau de formação dos professores como parte dos critérios de análises, a existência de situações reais de discriminação por motivos sexuais em ambientes educacionais e a presença de limites provenientes do ambiente na aplicação dessas políticas. Desta forma, demonstra-se que, apesar dos avanços legislativos progressistas, a aplicação cotidiana da educação sexual apresenta certas resistências originadas do contexto cultural, bem como a falta de capacitação do corpo docente.

In 2013, Uruguay became the second Latin American country to approve an "equal marriage" law - a reform of the Civil Code which allowed, among other things, same sex / gender couples to marry. This article seeks to explore, from a historical perspective, the conditions that facilitated this recognition of rights, as well as to analyze the notions of family that came into play during the social debate around the bill. It seeks to discuss the theoretical views that consider this type of reform as an unnecessary concession to heteronormativity, through the contextualized study of a case which shows how this change allowed to reverse historical forms of subordination through a democratizing normalization. ; En 2013 Uruguay pasó a ser el segundo país de América Latina en aprobar el "matrimonio igualitario", una reforma del Código Civil, que permitió –entre otras cosas- contraer matrimonio a las parejas del mismo sexo/género. Este artículo busca indagar, desde una perspectiva histórica, las condiciones que facilitaron este reconocimiento de derechos, así como analizar las nociones de familia que se pusieron en juego durante el debate social en torno al proyecto. En particular, se intenta debatir con las visiones teóricas que consideran este tipo de reformas como una concesión innecesaria a la heteronormatividad a través del estudio contextualizado de un caso donde se visualiza como este cambio permitió revertir formas históricas de subordinación, a través de una normalización democratizadora.

Alumnxs con madres y/o padres del mismo sexo, docentes que luchan por ser respetadxs con independencia de sus elecciones sexogenéricas, o niñxs que deciden cambiar su identidad, son ejemplos concretos de los modos en que las escuelas comienzan a abrirse a la experiencia de las diversidades corporales, sexuales e identitarias. Sin embargo, aunque existen programas de educación sexual y hubo avances significativos en materia de protección de estas experiencias, las violencias contra jóvenes LGBTI siguen persistiendo. En este artículo nos interesa plantear dicha tensión a partir de un mapeo de estudios y relevamientos estadísticos que vienen dando cuenta de la continuidad de las violencias, los hostigamientos y agresiones que sufren aquellxs estudiantes jóvenes que no siguen las normas hegemónicas de los géneros. Por otra parte, proponemos una reflexión sobre la necesidad de algunos recaudos conceptuales en los modos de nombrar estas violencias con el fin de reposicionarlas como "violencia por prejuicio contra las orientaciones sexuales y las identidades de género no normativas", en el marco de las violencias de género. También comprendiéndolas como fenómenos sociales y no como "casos" individuales. Finalmente proponemos algunas líneas orientativas sobre lo que consideramos un tipo de educación sexual socialmente relevante (Britzman, 2002). ; Students with parents (mother and/or father) with the same-sexpartner; teachers who fight for equality of gender minorities, and childrens who decide to change their gender identity, are examples of the way in which schools become opens to the body, sexual, and identity experience. In this regard, in a first section, though one can recognize formal improvements in government programs of sex education, violence against LGBTI (Lesbian, Gay, Bisexual, Transgender and Intersexual) young still persists. In this paper we discuss this aparent contradiction on the light of quatitative data which show current and sistematic violence against young students who do not identify them self with hegemonic gender/sexual identities. In a second section, we present some conceptual recalls in the ways of naming these violence for the purpose of repositioning them as "violence for prejudice against sexual orientations and non-normative gender identities", within the framework of gender violence, understanding them as social phenomena and not as individual "cases". In the third and last section, we propose some guidelines on what we consider to be a socially relevant sex education type (Britzman, 2002). ; Facultad de Humanidades y Ciencias de la Educación

Cover -- Half Title -- Title -- Copyright -- Contents -- List of Illustrations -- Introduction -- Part 1 Representative Bureaucracy and Equal Employment Opportunity -- 1 Public Administration and Social Equity -- 2 Social Equity and the Public Service -- 3 Measuring Bureaucratic Representation and Integration -- 4 Progress Toward Racial and Sexual Equality in the Federal Civil Service? -- 5 From Civil Rights to Valuing Differences -- 6 Equal Employment Opportunity and the Early Career in Federal Employment -- 7 Racial Unrest in the Military: The Challenge and the Response -- Part 2 Affirmative Action -- 8 The U.S. Supreme Court's "Consensus" on Affirmative Action -- 9 Affirmative Action and City Managers: Attitudes Toward Recruitment of Women -- 10 A Mini-Symposium: Affirmative Action in Public Employment -- Three Key Issues in Affirmative Action -- Affirmative Action Produces Equal Employment Opportunity for All -- Beyond the Sound and the Fury of Quotas and Targets -- Affirmative Action in the Public Sector: Where Do We Stand Today? -- Civil Rights in the Civil Service-The Winds of Change -- Some Concluding Observations -- Part 3 Diversity -- 11 Race, Sex, and Supervisory Authority in Federal White-Collar Employment -- 12 Asian Americans in the Public Service: Success, Diversity, and Discrimination -- 13 A Symposium: Minorities in Public Administration -- The Black Perspective on Public Management -- Black Elected Administrators: The Trials of Office -- The Chicano Experience with Nativism in Public Administration -- The Role of Black Colleges in Public Affairs Education -- Conference on Minority Public Administrators -- The Minority Administrator: Problems, Prospects, and Challenges -- Part 4 Gender -- 14 Circumventing the Glass Ceiling: Women Executives in American State Governments

The deeply personal stories herein reflect a rainbow of experiences and emotions as diverse as the storytellers themselves. Join the Australian LGBTIQ Multicultural Council for a journey of discovery through queer multicultural multifaith Australia, with over 60 voices from across the spectrum of sexualities and genders, families and relationships