scholarly journals Trans Forming Education: An examination of the ways in which Teachers' construct gender and understand gender independence in TDSB elementary school classrooms

2021 ◽  
Author(s):  
Jessica Phillips
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Queer Theory ◽  
Female Gender ◽  
Gender Performance ◽  
Disability Theory ◽  
Teachers Experiences ◽  
And Gender ◽  
Toronto District School Board ◽  
Positive Space

This study focuses on the ways in which teachers construct and understand gender and gender independence in children. This study also explores the ways in which teachers strive to accommodate and include children who are gender independent. Six elementary school teachers who were positive space representatives or who self-identified as Lesbian, Gay, Bisexual, Transgendered or Queer (LGBTQ) advocates in their schools were interviewed regarding the ways in which they constructed and understood gender identity and gender independence in their classrooms. The teachers, who taught between kindergarten and grade eight, were questioned about their familiarity with the Toronto District School Board (TDSB) guideline for the accommodation of transgender and gender non-conforming students and staff. Teachers' experiences with children who were gender independent were also examined. Interviews focused on examining the ways that teachers constructed gender in their classrooms. Teachers were asked to identify barriers to inclusion, as well as the resources and supports available regarding the inclusion of gender independent children. Teachers were also asked to identify any additional resources they felt would be beneficial towards facilitating the inclusion of children who were gender independent. A combination of theoretical lenses consisting of disability theory, queer theory and feminist theory has been used throughout this study. Themes found include: Gender as constructed, Gender as performed, teachers' roles in reinforcing or shaping gender performance, constructing male and female gender independence, and creating inclusive environments. The implications of these results include suggestions for creating classrooms and schools that are inclusive to children who may be gender independent.

scholarly journals Trans Forming Education: An examination of the ways in which Teachers' construct gender and understand gender independence in TDSB elementary school classrooms

2021 ◽  
Author(s):  
Jessica Phillips
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Queer Theory ◽  
Female Gender ◽  
Gender Performance ◽  
Disability Theory ◽  
Teachers Experiences ◽  
And Gender ◽  
Toronto District School Board ◽  
Positive Space

This study focuses on the ways in which teachers construct and understand gender and gender independence in children. This study also explores the ways in which teachers strive to accommodate and include children who are gender independent. Six elementary school teachers who were positive space representatives or who self-identified as Lesbian, Gay, Bisexual, Transgendered or Queer (LGBTQ) advocates in their schools were interviewed regarding the ways in which they constructed and understood gender identity and gender independence in their classrooms. The teachers, who taught between kindergarten and grade eight, were questioned about their familiarity with the Toronto District School Board (TDSB) guideline for the accommodation of transgender and gender non-conforming students and staff. Teachers' experiences with children who were gender independent were also examined. Interviews focused on examining the ways that teachers constructed gender in their classrooms. Teachers were asked to identify barriers to inclusion, as well as the resources and supports available regarding the inclusion of gender independent children. Teachers were also asked to identify any additional resources they felt would be beneficial towards facilitating the inclusion of children who were gender independent. A combination of theoretical lenses consisting of disability theory, queer theory and feminist theory has been used throughout this study. Themes found include: Gender as constructed, Gender as performed, teachers' roles in reinforcing or shaping gender performance, constructing male and female gender independence, and creating inclusive environments. The implications of these results include suggestions for creating classrooms and schools that are inclusive to children who may be gender independent.

scholarly journals DOES ELEMENTARY SCHOOL TEACHER’S PERFORMANCE MATTER?

2021 ◽  
Vol 40 (1) ◽  
pp. 242-252
Author(s):  
Muhamad Afandi ◽  
Sri Wahyuningsih ◽  
Linda Ika Mayasari
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Learning Process ◽  
Structural Equation ◽  
Teaching Experience ◽  
Holistic Education ◽  
Public Elementary Schools ◽  
Confirmatory Factor ◽  
School Learning ◽  
And Gender

The performance of teachers in realizing holistic education can be observed from how the teachers prepare, implement, and evaluate the learning process or their pedagogic knowledge. This study aims to examine the teachers’ ability to plan, implement and evaluate to assess their performance in the elementary school learning process based on tenure and gender. This research is a quantitative study with direct observation, which was conducted on 162 elementary school teachers from 30 public elementary schools in Semarang, Indonesia. Data were collected using assessment sheets. The observer was the principal which belonged to the same school as the respondent. The data were then validated using Pearson's correlation based on group tenure and gender. The instrument was analyzed using structural equation modelling (SEM) and showed that the imposition of the confirmatory factor analysis (CFA) was achieved more than a critical value of .50 which meant that the construct was valid and reliable. The understanding on teachers’ performance was indicated by teachers’ activities in preparing their class. This study found that there was no significant correlation between teachers’ performance and teaching experience or that and gender.

scholarly journals Queer Youth and Everyday Spaces in Wellington, Aotearoa New Zealand: A Photovoice Project

2021 ◽  
Author(s):  
◽  
Matt Scott
Keyword(s):  
New Zealand ◽  
Queer Theory ◽  
Gender Performance ◽  
Queer Youth ◽  
Youth Groups ◽  
Aotearoa New Zealand ◽  
Queer People ◽  
Queer Representation ◽  
Gendered Bodies ◽  
And Gender

<p>Queer people are often ‘othered’ in everyday spaces because of the assumptions, practices, and beliefs that reinforce heterosexuality and cis-gendered bodies as normal and natural. For queer youth, these experiences are further exacerbated by their age and agency. Yet there has been little explicit geographic scholarship focused on understanding how queer youth navigate heteronormativity and practice their subjectivities in different everyday spaces.  In this thesis, I draw on the work of queer theory and geographies of sexuality literature to consider how subjectivities are constructed, controlled, and experienced by some queer youth in everyday spaces of Wellington, Aotearoa-New Zealand. I work within a transformative epistemology, and use photovoice as my research method to present the reflective engagements of six queer youth aged between sixteen and twenty-two through their photographs and accompanying narratives. Using Foucauldian discourse analysis to examine the participants’ visual and verbal texts yields contradicting and varying experiences of heteronormativity.  Processes of subjectivity negotiation, queering space, conforming strategies, and gender performance influence how queer youth are placed within their everyday spaces. Safe spaces, like nature, the stage, and queer youth groups provide queer youth with the ability to be self-expressive, escape from the pressures of everyday life, and be surrounded with other queer people. Such spaces can be enhanced through activism, queer representation, and with the presence of animals and friends. This research contributes academically to research within geographies of sexualities and works towards disseminating these findings through a collaborative zine to support efforts to counter some of the dominating effects of heteronormativity identified by the queer youth.</p>

»Das Weibliche umschließt den starken Mann« (Jer 31,22). Geschlechterkonstruktionen im Jeremiabuch im Licht feministischer Hermeneutik

2020 ◽  
Vol 80 (2) ◽  
pp. 85-99
Author(s):  
Christl M. Maier
Keyword(s):  
Queer Theory ◽  
Gender Stereotypes ◽  
Gender Performance ◽  
Feminist Perspective ◽  
Trauma Studies ◽  
Post Colonial ◽  
Colonial Studies ◽  
Gender Aspects ◽  
And Gender

Abstract This essay explores variant concepts of gender in the book of Jeremiah from a feminist perspective that includes insights of post-colonial studies, trauma studies, and queer theory. It discusses the female personification of Jerusalem and Judah, the laboring woman metaphor used in the context of war, the complexity of gendered addressees in Jer 2:1-4:2, and gender aspects in the characterization of God and Jeremiah. At first glance, the Jeremiah tradents use traditional gender stereotypes. A closer inspection, however, reveals an ambivalent gender performance of female and male protagonists. In this context, the enigmatic statement in Jer 31:22 »the female encompasses the strong man« also signifies the ambivalence of gender concepts in Jeremiah.

Feminine Orientalism or Modern Enchantment? Peiping and the Graphic Artists Elizabeth Keith and Bertha Lum, 1920s–1930s

NAN Nü ◽  
2014 ◽  
Vol 16 (1) ◽  
pp. 91-127 ◽  
Author(s):  
Lisa Claypool
Keyword(s):  
White Women ◽  
Formal Analysis ◽  
Female Gender ◽  
Gender Performance ◽  
Boundary Crossing ◽  
Urban Ethnography ◽  
Cultural Boundary ◽  
Heuristic Device ◽  
And Gender ◽  
Historical Moment

The ideological suppositions, images, and fantasy associated with orientalism has given rise to the conceptualization of a materialist “feminine orientalism.” The term refers to an historical moment in the early twentieth century when white women in Europe and North America defined their social roles and gender by appropriating male orientalist politics and ideology. This article challenges the concept of “feminine orientalism” through the study of the prints and travel writing of two modern graphic artists who sojourned in Republican-era Peiping in the 1920s and 1930s: Bertha Lum and Elizabeth Keith. Through close formal analysis of the new visions of Peiping that the two women conjured in their prints – a vision that relied as heavily on urban ethnography as it did on fantasy – it proposes an alternative concept of “modern enchantment” as a heuristic device to interpret gender. Drawing from Wolfgang Iser’s notions of the “fictive,” “modern enchantment” lays as much weight on Weberian modern rationality as it does on imagination, and critically functions as a means to recuperate cultural boundary crossing in female gender performance and construction.


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