Civil Rights Continued: How History Positions Young People to Contemplate Sexuality (In)justice

Autor/in	Schmidt, Sandra J.
Titel	Civil Rights Continued: How History Positions Young People to Contemplate Sexuality (In)justice
Quelle	In: Equity & Excellence in Education, 47 (2014) 3, S.353-369 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2014.933068
Schlagwörter	Civil Rights; Social Justice; Social Bias; Homosexuality; Sexual Orientation; Sexual Identity; Youth; World History; Comparative Analysis; United States History; Foreign Countries; Social Values; Cross Cultural Studies; Cultural Differences; Textbook Selection; Textbook Content; Qualitative Research; Content Analysis; Multicultural Education; Citizenship; Curriculum; Canada + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Soziale Gerechtigkeit; Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Jugend; Jugendlicher; Jugendalter; Weltgeschichte; Ausland; Sozialer Wert; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Lehrbuchtext; Qualitative Forschung; Inhaltsanalyse; Multikulturelle Erziehung; Staatsbürgerschaft; Curricula; Lehrplan; Rahmenplan; Kanada
Abstract	Same-sex marriage is part of a global civil rights struggle for LGBQ rights. How this movement is framed, advanced, and critiqued across the globe can be linked to how young people in schools are prepared to deliberate social issues in the political sphere. This article examines national history books as cultural artifacts that present what is possible and reasonable in the struggle for LGBQ rights. It examines how LGBQ rights are defined, situated, and understood within past social justice movements included in the texts. Insight into the narrative for rights in the U.S. is provided through comparison to Canada where LGBQ persons have great political protection and visibility. The comparison illuminates that integrating historical thinking and inquiry into textbooks and placing the struggle for rights within the national narrative may help U.S. teachers give reason and a social justice focus to sexuality inequity. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10