Challenging Dominance in the Education Sector: Why Is It Important and How Can I Do It?

Autor/in	Cooper, Kathleen
Titel	Challenging Dominance in the Education Sector: Why Is It Important and How Can I Do It?
Quelle	In: Waikato Journal of Education, 22 (2017) 3, S.87-97 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0373
Schlagwörter	Females; Women Faculty; Social Attitudes; Early Childhood Teachers; Early Childhood Education; Barriers; Foreign Countries; Teacher Role; Coping; LGBTQ People; Social Bias; Homosexuality; New Zealand + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Social attidude; Soziale Einstellung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Education; Ausland; Lehrerrolle; Bewältigung; Homosexualität; Neuseeland
Abstract	Dominance in any sector prevents minority voices from being heard. Challenging dominance can be vulnerable, especially if the challenger identifies as part of a minority group. Marginalisation and silencing of issues pertaining to the gay community have long been the accepted norm in the education sector (Lee & Duncan, 2008; Robinson 2002). Furthermore, being an openly gay person in a teaching environment has proven challenging, mainly due to the dominance and acceptance of the heterosexual construct (DeJean, 2010a; Jarvis & Sandretto, 2010; McKenzie-Bassant, 2007; Sumara, 2008). The experiences of four lesbian teachers located in urban Aotearoa New Zealand and how they challenged heteronormativity in their early childhood education (ECE) settings was the focus for this research. Heteronormativity was one barrier which prevented teachers speaking about lesbian and gay topics. As a result of this barrier, acceptance of lesbian and gay issues is still a contentious issue within Aotearoa New Zealand ECE settings. A feminist poststructuralist and queer theory paradigm was used to frame the analytical approach. Data was gathered using individual interviews and a focus group. Strategies that participants used to challenge heteronormative dominance were examined. Although the participants did disrupt and challenge the dominance of heteronormativity, this was not without challenges or discomfort. The findings indicate that a collective approach from all teachers to challenge heteronormativity would benefit both peers and children. This collective approach would enable lesbian and gay teachers to be better able to be authentically engaged teachers. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01