Navigating Parental Resistance: Learning from Responses of LGBTQ-Inclusive Elementary School Teachers

Autor/inn/en	Hermann-Wilmarth, Jill M.; Ryan, Caitlin Law
Titel	Navigating Parental Resistance: Learning from Responses of LGBTQ-Inclusive Elementary School Teachers
Quelle	In: Theory Into Practice, 58 (2019) 1, S.89-98 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2018.1536914
Schlagwörter	Homosexuality; Sexual Orientation; Sexual Identity; Elementary School Teachers; Parent Teacher Cooperation; Teaching Methods; Inclusion; Social Attitudes; Parent Attitudes; Social Bias + Suchen Sie Ihr Suchwort? Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Social attidude; Soziale Einstellung; Elternverhalten
Abstract	One of the most common responses from pre- and in-service teachers related to addressing lesbian, gay, bisexual, transgender, and queer (LGBTQ) topics in elementary school is a concern about parents' responses. This article explores these concerns by examining two elementary school teachers' interactions with parents in relation to their LGBTQ-inclusive teaching. This article provides a possible road map for other teachers who are nervous about parental responses to LGBTQ-inclusive teaching and interrupts notions that negative responses from parents are reason enough to avoid including these topics in elementary classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01