A Path Is Emerging: Steps towards an LGBT+ Inclusive Education for Mexican Students

Autor/inn/en	Herrera Valderrábano, Jorge; Thomas, Cai; Freeman, Cody
Titel	A Path Is Emerging: Steps towards an LGBT+ Inclusive Education for Mexican Students
Quelle	In: Education Policy Analysis Archives, 29 (2021) 147, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Herrera Valderrábano, Jorge) ORCID (Thomas, Cai) ORCID (Freeman, Cody)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Inclusion; LGBTQ People; Mexicans; Educational Environment; Foreign Countries; Student Needs; Violence; Workshops; Advocacy; Laws; Social Discrimination; Civil Rights; Public Policy; Educational Change; Secondary School Students; National Organizations; Higher Education; Mexico + Suchen Sie Ihr Suchwort? Inklusion; Mexikaner; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Gewalt; Lernwerkstatt; Schulung; Sozialanwaltschaft; Law; Recht; Soziale Benachteiligung; Soziale Schließung; Bürgerrechte; Grundrechte; Zivilrecht; Öffentliche Ordnung; Bildungsreform; Sekundarschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mexiko
Abstract	Mexican schools are in crisis, where LGBT+ students face constant violence and discrimination. In the past decade, civil society has led the way in evaluating school climate and assessing LGBT+ students' needs in Mexican schools. Unsurprisingly, individuals most affected by this violence and discrimination, LGBT+ individuals, have pushed these efforts forward as they conduct research, create resources, and facilitate workshops. In this article, we show how civil society has been the leader on advocating for LGBT+ inclusive education in Mexico. We justify this claim by exploring the existing research at the national, regional, and international levels, showing that much of what is present stems from civil society's ongoing efforts. We then analyze the current legal framework aimed at protecting students against discrimination. We also discuss existing tools and advancements designed to promote inclusive classrooms, from both a public policy and civil society perspective. We conclude by punctuating the necessity and urgency of utilizing civil society in reforms that advocate for inclusion to better formulate public policies and establish direct, sustainable ties to the individuals and communities most in need. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01