LGBTIQ+ Teachers in Australia

2021 ◽  
Author(s):  
Emily Gray
Keyword(s):  
Gender Identity ◽  
Field Research ◽  
Professional Lives ◽  
International Work ◽  
Sexual Identities ◽  
Policy Context ◽  
Australian Context ◽  
Broad Term ◽  
And Gender ◽  
Sexual Identification

The key themes that inform research with LGBTIQ+ teachers in Australia are heteronormativity in the workplace, policy, context, and the negotiation of private and professional worlds. There is a paucity of work that focuses solely on an Australian context; therefore, it is necessary to link the Australian themes to broader international themes from the field. Research carried out into the lives of LGBTIQ+ teachers in Australia is part of a small but growing field of international work that engages with LGBTIQ+ teacher identities, both in their personal and professional lives. LGBTIQ+ is an acronym that refers to people who identify as lesbian, gay, bisexual, transgender, intersex, and/or queer. The “+” acknowledges that there may be other categories of gender and sexual identification that are not included here, and also acknowledges that gender and sexual identities are shifting and may be subject to change during the duration of a person’s life. LGBTIQ+ has been chosen as a preferred acronym in the article because of its inclusiveness and acknowledgment of physical sex, sexuality, gender identity, and gender expression. When referring specifically to the experiences of transgender educators, “trans*” is used, a broad term for people who do not identify with the sex they were assigned at birth and which includes people identifying as transgender, genderqueer, nonbinary, and gender creative. The term “cisgender” or “cis” is used to denote people whose sex assigned at birth reflects their gender identity.

Identity Politics in Australian Context

2012 ◽  
Vol 37 (1) ◽  
pp. 71-73 ◽  
Author(s):  
DENISE VARNEY
Keyword(s):  
Gender Identity ◽  
Identity Politics ◽  
Race And Ethnicity ◽  
Indigenous Women ◽  
Shared Experience ◽  
Feminist Theatre ◽  
Critical Awareness ◽  
Feminist Politics ◽  
Australian Context ◽  
And Gender

Identity mobilises feminist politics in Australia and shapes discursive and theatrical practices. Energised by the affirmative politics of hope, celebration and unity, Australian feminism is also motivated by injustice, prejudice and loss, particularly among Indigenous women and minorities. During the 1970s, when feminist theatre opened up creative spaces on the margins of Australian theatre, women identified with each other on the basis of an unproblematized gender identity, a commitment to socialist collectivism and theatre as a mode of self-representation. The emphasis on shared experience, collectivism and gender unity gave way in the 1980s to a more nuanced critical awareness of inequalities and divisions among women based on sexuality, class, race and ethnicity. My discussion spans broadly the period from the 1970s to the present and concludes with some commentary on recent twists and turns in identity politics.

Sexual identification and gender identity among father-absent males

Sex Roles ◽  
1985 ◽  
Vol 13 (5-6) ◽  
pp. 357-370 ◽  
Author(s):  
Steven A. Kagel ◽  
Karen Maitland Schilling
Keyword(s):  
Gender Identity ◽  
And Gender ◽  
Sexual Identification

Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech

2019 ◽  
Vol 62 (11) ◽  
pp. 4001-4014
Author(s):  
Melanie Weirich ◽  
Adrian Simpson
Keyword(s):  
Parental Involvement ◽  
Gender Identity ◽  
Spontaneous Speech ◽  
First Year ◽  
Space Size ◽  
Vowel Space ◽  
Potential Impact ◽  
Phonetic Features ◽  
And Gender ◽  
Description Task

Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.

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