The Substance and Circumstances of Race and Immigration Talk in High School Gender and Sexuality Alliances

2021 ◽  
Author(s):  
Jerel P. Calzo ◽  
Hirokazu Yoshikawa ◽  
V. Paul Poteat ◽  
Talia Kieu ◽  
Amanda Pham
Keyword(s):  
High School ◽  
Gender And Sexuality

Queering School Literacy Practices: Interventionist Approaches

2019 ◽  
Author(s):  
Luiz Paulo Moita-Lopes ◽  
Branca Falabella Fabrício
Keyword(s):  
High School ◽  
Empirical Data ◽  
Literacy Practices ◽  
Gender And Sexuality ◽  
Classroom Talk ◽  
Gender Divide ◽  
Teacher Researcher ◽  
Educational Agenda

This chapter reviews research into school literacy practices that suggest a way of discursively destabilizing frozen notions of sexuality. The review explores questions such as: How can school literacies collaborate with the reconfiguration of crystalized meanings about gender and sexuality performances? What kind of queer experiences can classroom talk promote? What are some of the meaning-effects produced by the circulation of gender and sexuality discourses in the classroom? The answers to these questions are organized in three groups: interventionist projects observed by a researcher; interventionist projects carried out and evaluated by a teacher-researcher; and projects involving teacher-researcher collaboration. The last group is explored by analyzing empirical data generated in a high school in Brazil. The underlying argument is that education may contribute to interrupting an essentialized order that defines and legitimates gender and sexuality. By putting sexuality issues at the front of the educational agenda, the interventionist research in literacy contexts reviewed in this chapter destabilizes both the gender divide and the so-called heteronormative matrix that play crucial roles in the ways we have historically learned to (1) understand ourselves and others; and (2) construct patterns of normalcy and deviance.

scholarly journals POLÍTICAS EDUCACIONAIS SOB A PERSPECTIVA DA DIFERENÇA: A POTÊNCIA QUEER DAS ESCOLAS NO CONTEXTO DA PRÁTICA

2021 ◽  
Vol 17 (1) ◽  
pp. 346-358
Author(s):  
Jeinni Kelly Pereira Puziol ◽  
Ana Cristina Teodoro da Silva
Keyword(s):  
High School ◽  
Social Economic ◽  
Gender And Sexuality ◽  
Educational Policies ◽  
School Practice ◽  
The Face ◽  
Brazilian History ◽  
The Relationship ◽  
Diversity Discourse ◽  
Rethinking Education

The purpose of this theoretical essay is to discuss queer power in the context of school practice based on educational policies carried out from the perspective of difference and not diversity. Thinkingabout educational policies under the conception of difference enables transformations in the relationship with others and with oneself, in order to face social, economic, cultural and historical conflicts, based on the privileges of gender, color, ethnicity, sexual orientation and class. The perspective of diversity is based on the idea of tolerance and the contour of historical conflicts, coloring reality without questioning the cause of inequalities. In the context of school practice, even in the face of hegemonic diversity discourse, it is possible to carry out educational policies from the perspective of difference, such as, for example, the obligation to teach Afro-Brazilian History and Culture (2003) in elementary and high school and the Brasil Sem Homofobia Program (2004), because even though it is a fundamental place in the standardization of life, the school is also a powerful space, it is part of the margins that lead to rethinking education, incorporating historically subordinated groups and experiences, thereby breaking down borders. The article dialogues Deleuze's (1996) philosophy of difference with the queer perspective of the discussions on gender and sexuality by Butler (2015), Scott (2005) and Miskolci (2012), seeking to constitute subversive theoretical territories.

scholarly journals Body, Gender, and Sexualities Approaches in the Political-Pedagogical Project in a High School in Brazil

2017 ◽  
Vol 10 (6) ◽  
pp. 1
Author(s):  
Alfrancio Dias ◽  
Danilo Araujo De Oliveira ◽  
Maria Helena Santana Cruz ◽  
Simone Silveira Amorim
Keyword(s):  
High School ◽  
Social Relations ◽  
Knowledge Production ◽  
Gender And Sexuality ◽  
Quantitative Approach ◽  
The Political ◽  
State School ◽  
Social Perspective ◽  
Continued Education ◽  
The City

The aim of this text is to analyse how the themes of body, gender and sexuality have been positioned in the Political-Pedagogical Project, a document that provides guidelines for all educational actions in a school, in a public state school located in the city of Aracaju (SE). We have adopted a post-critical and post-structuralist perspective, problematizing the processes of signification and how they influence the knowledge production and social relations, from the authors’ readings: Carvalho (2010), Foucault (1988), Louro (2010), Scott (1995), Butler (2010). Methodologically, we have developed a quantitative approach, from the documental analysis in a cultural and social perspective. We have verified that body, gender and sexuality themes are introduced superficially, causing to be linked to lack of familiarity, as well as to the absence of initial and continued education formation of the school agents.

LGBTQ+ visibility in the K–12 curriculum

2018 ◽  
Vol 100 (2) ◽  
pp. 22-26
Author(s):  
Laura Moorhead
Keyword(s):  
High School ◽  
San Francisco ◽  
Gender And Sexuality ◽  
School Systems ◽  
Policy Makers ◽  
Lgbtq Studies ◽  
K 12

Increasingly, policy makers, educators, and school systems are embracing LGBTQ+ individuals and issues in the classroom. This fall, California’s K-12 classrooms began using LGBTQ-inclusive textbooks, and, for the last three years, a San Francisco high school has offered an LGBTQ Studies course, likely the first in the country and a pilot for others in the district. Though far from typical, these efforts — and the LGBTQ Studies course in particular — present an opportunity to see how inclusive LGBTQ+ curriculum is playing out in schools, offering guidance on how best to encourage understanding and acceptance of gender and sexuality among students.

Cosmetology treatments on human hair: An SEM study

1996 ◽  
Vol 54 ◽  
pp. 940-941
Author(s):  
D.F. Bowling
Keyword(s):  
High School ◽  
High Resolution ◽  
Human Hair ◽  
Optical Microscope ◽  
Convincing Evidence ◽  
Brightness Contrast ◽  
Sem Study

High school cosmetology students study the methods and effects of various human hair treatments, including permanents, straightening, conditioning, coloring and cutting. Although they are provided with textbook examples of overtreatment and numerous hair disorders and diseases, a view of an individual hair at the high resolution offered by an SEM provides convincing evidence of the hair‘s altered structure. Magnifications up to 2000X provide dramatic differences in perspective. A good quality classroom optical microscope can be very informative at lower resolutions.Students in a cosmetology class are initially split into two groups. One group is taught basic controls on the SEM (focus, magnification, brightness, contrast, specimen X, Y, and Z axis movements). A healthy, untreated piece of hair is initially examined on the SEM The second group cements a piece of their own hair on a stub. The samples are dryed quickly using heat or vacuum while the groups trade places and activities.

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