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This book explores the experiences of LGBTQ+ parented families in
school communities and provides a voice for this overlooked group
who are becoming an increasingly common form of family diversity in
school communities. Approaching the topic from a strength-based
psychological perspective, the book presents LGBTQ+ parents'
suggestions for school improvements and supportive structures and
provides empirical evidence to inform future LGBTQ+ inclusive
educational policy. Research based yet practically focused, it will
be a valuable resource for researchers, students and education
professionals alike.
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The Longest Way Round (Paperback)
Chris Dorley-Brown; Edited by Tiffany Jones; Photographs by Chris Dorley-Brown
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R1,098
R954
Discovery Miles 9 540
Save R144 (13%)
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Ships in 12 - 17 working days
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Bully (Paperback)
Tiffany Jones
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R276
R224
Discovery Miles 2 240
Save R52 (19%)
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Ships in 10 - 15 working days
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This book is based on a comparative study from 2018, of four
different approaches to education, according to 2,500 Australians'
experiences of them, on a range of topics. It shows that whilst the
critical approach has strong research-based support across the
board, sometimes a liberal, conservative or post-modern approach
may have some merit for certain outcomes. This is a book about
challenging our biases and calling on ourselves to aim higher for
education, than what our own pre-conceived ideas might allow. What
and who is valued in education, and the social roles and identity
messages learned, differ wildly from school to school. Education is
most impacted by the orientation of education dominant in that
context - whether conservative, liberal, critical or post-modern.
These terms are often used with little practical data on the
real-life schooling they entail. Who learns what in which approach?
Who learns best with which approach, on which topic and why? This
book provides this previously missing information. It offers
holistic, detailed descriptions of conservative, liberal, critical
and post-modern approaches to education broadly. It provides
statistics and stories from real students on how the four
approaches work practically in schools in relation to: age, gender,
sexuality, social class, race, news-media, popular culture and
technology. Chapters offer background information to the four
perspectives, data from student participants, tutorial questions
and activities, and suggestions for further reading.
This book is based on a comparative study from 2018, of four
different approaches to education, according to 2,500 Australians'
experiences of them, on a range of topics. It shows that whilst the
critical approach has strong research-based support across the
board, sometimes a liberal, conservative or post-modern approach
may have some merit for certain outcomes. This is a book about
challenging our biases and calling on ourselves to aim higher for
education, than what our own pre-conceived ideas might allow. What
and who is valued in education, and the social roles and identity
messages learned, differ wildly from school to school. Education is
most impacted by the orientation of education dominant in that
context - whether conservative, liberal, critical or post-modern.
These terms are often used with little practical data on the
real-life schooling they entail. Who learns what in which approach?
Who learns best with which approach, on which topic and why? This
book provides this previously missing information. It offers
holistic, detailed descriptions of conservative, liberal, critical
and post-modern approaches to education broadly. It provides
statistics and stories from real students on how the four
approaches work practically in schools in relation to: age, gender,
sexuality, social class, race, news-media, popular culture and
technology. Chapters offer background information to the four
perspectives, data from student participants, tutorial questions
and activities, and suggestions for further reading.
This book examines how Performance or Outcomes Based Funding (POBF)
policies impact racial equity in higher education. Over the last
decade, higher education has become entrenched in a movement that
holds colleges and universities more accountable to its supporters.
There are pressures to answer questions about student outcomes and
performance, the value of education, the effectiveness of
instructors, and the ability of existing leaders to manage
efficiently and effectively. It is within this climate that states
have adopted POBF policies. Through POBF, public colleges and
universities receive state funding through formulas that no longer
rely solely on student enrollment, but are instead based on student
outcomes. This book provides an overview for policymakers of how
racial equity has been addressed, the impact of these approaches,
and recommendations for moving forward.
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South Heaven (Paperback)
Jerry Lambert; Edited by Tiffany Jones; Compiled by Michelle Lambert
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R293
Discovery Miles 2 930
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Ships in 10 - 15 working days
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This book addresses policy research on homophobic and transphobic
bullying in schools. It covers quantitative and qualitative
research into policy impacts for gay, lesbian, bisexual,
transgender and intersex students. It draws on a large-scale
Australian study of the impacts of different kinds of policy at the
national, state, sector and school level. The study covers over 80
policies, interviews with key policy informants and survey data
from 3,134 GLBTIQ students. Since new guidelines were released by
UNESCO, homophobic and transphobic bullying in schools has become a
key area of interest around the world. There has been much pressure
on educational leadership to engage with these issues since the UN
released international human rights legislation on sexual
orientation and gender identity that have implications for student
rights. The book presents statistically significant correlations
between specific types of state and school level education policies
that explicitly named homophobia/ GLBTIQ student issues, and
lowered incidence of homophobic bullying, lowered risk of suicide
and self-harm for these students. It includes stories from policy
makers on how the policies came to be (through lawsuits,
ministerial inquiries and political activism), right through to the
stories of students themselves and how they individually felt the
impacts of policies or policy lacks. International contexts of
homophobic and transphobic bullying are discussed, as well as
recent transnational work in this field. The book considers the
different types of collaborations that can lead to further policy
development, the transferability of the research and some of the
benefits and problems with transnational policy adoptions.
This Briefs is the first national study on female-to-male (FtM)
transgender people's experiences in Australia. It describes an
extensive study that fills the current gap in Australian research
on the specific experiences and beliefs about transition for
contemporary Australian FtM transgender people. Following an
overview of current literature on the various aspects of and
approaches to transgender issues, this briefs describes in detail
the design, participants and findings of the study. The Briefs
offers useful statistics and stories related to participants'
identities, education, health, sexual and social lives. It ends
with recommendations to all those working in the various offices
and institutions that FtM transgender people encounter in their
everyday life, and represents and invaluable resource for
researchers, service providers and gender diverse communities
alike.
This book addresses policy research on homophobic and transphobic
bullying in schools. It covers quantitative and qualitative
research into policy impacts for gay, lesbian, bisexual,
transgender and intersex students. It draws on a large-scale
Australian study of the impacts of different kinds of policy at the
national, state, sector and school level. The study covers over 80
policies, interviews with key policy informants and survey data
from 3,134 GLBTIQ students. Since new guidelines were released by
UNESCO, homophobic and transphobic bullying in schools has become a
key area of interest around the world. There has been much pressure
on educational leadership to engage with these issues since the UN
released international human rights legislation on sexual
orientation and gender identity that have implications for student
rights. The book presents statistically significant correlations
between specific types of state and school level education policies
that explicitly named homophobia/ GLBTIQ student issues, and
lowered incidence of homophobic bullying, lowered risk of suicide
and self-harm for these students. It includes stories from policy
makers on how the policies came to be (through lawsuits,
ministerial inquiries and political activism), right through to the
stories of students themselves and how they individually felt the
impacts of policies or policy lacks. International contexts of
homophobic and transphobic bullying are discussed, as well as
recent transnational work in this field. The book considers the
different types of collaborations that can lead to further policy
development, the transferability of the research and some of the
benefits and problems with transnational policy adoptions.
Victoria is a mousy 13 year old that struggles with popularity at
her school, But when she is given the chance to change the school
for the better she jumps to it with the help of her friends they
make a pact to bring down the bullies and mean girls.
Analysis of education policy often follows a particular
orientation, such as conservative or neo-liberal. Yet, readers are
often left to wonder the true meaning and conceptual framing behind
these orientations. Without this knowledge, the policy analysis
lacks true rigor, its value is diminished as the results may prove
difficult to reproduce.
"Understanding Education Policy" provides an overarching
framework of four key orientations that lie beneath much policy
analysis, yet are rarely used with accuracy: conservative, liberal,
critical and post-modern. It details each orientation's application
to policy making, implementation and overall impact. The book also
argues the value of analysing a policy s orientation to improve the
clarity of its analysis and allow broader trends across the
education policy field to emerge.
The book offers practical examples, key vocabulary and
reflection activities which give equitable, yet critical
consideration to all education orientations. This allows readers to
see the benefits and disadvantages of each perspective and discover
their own biases.
This introduction to education policy analysis offers
theoretically broad, highly practical coverage. It is adaptable to
many kinds of policy analysis areas and will appeal to a wide range
of readers with an interest in education policy, from students
conducting specific research to policy makers looking for a deeper
way to re-think their work.
The poetry in this book is a depiction of my life. Each poem is
real and describes the trials and tribulations of a young lady
growing up to be a women. Broken heart, success, friends and family
are amongst the real life poems that can be found within.
This Open Access book uses the concept of 'euphoria' to investigate
when, why and how marginal gender, sex and sexuality groups have
positive experiences of their diverse variations even within
repressive and disordering contexts. Drawing on data from multiple
online surveys including a study of 2,407 LGBTQ+ people and a study
of 272 people with intersex variations, it names and offers a new
ecological framework for understanding participants' influences on
and barriers to euphorias, asserting the subversive possibilities
of being euphorically queer, as opposed to euphoric and queer. The
author argues that it is the particularities of negative internal,
socio-cultural and institutional contexts for a marginal group or
groups that contributes towards the possibilities that shape their
potential euphoric feelings and experiences. Ultimately, she calls
for a more expansive focus in gender and sexuality studies to show
the complex effects of dysphoria and repression on the
possibilities of pleasure and joy.This book will be of interest to
scholars across Gender, Sexuality and Queer Studies.
This book showcases and celebrates the work of Gender and Sexuality
Education scholars in order to challenge current negative
interpretations of the field, and work towards new shared visions.
The editors and contributors call for, affirm and offer examples of
pathways towards exciting and dynamic collaborative work in Gender
and Sexuality in Education. In doing so, they also acknowledge the
various complexities of this field, and detail the context-specific
barriers faced by academics and activists. Drawing upon a range of
global case studies, this book sets out information and advice from
cross-sector experts to set an agenda of mutual supportiveness, and
to smooth pathways for future collaboration. Above all, this book
is a call to action to uplift the field - and each other - in
challenging environments. This ground-breaking book will be of
interest and value to scholars of Gender and Sexuality Education
research.
This book showcases and celebrates the work of Gender and Sexuality
Education scholars in order to challenge current negative
interpretations of the field, and work towards new shared visions.
The editors and contributors call for, affirm and offer examples of
pathways towards exciting and dynamic collaborative work in Gender
and Sexuality in Education. In doing so, they also acknowledge the
various complexities of this field, and detail the context-specific
barriers faced by academics and activists. Drawing upon a range of
global case studies, this book sets out information and advice from
cross-sector experts to set an agenda of mutual supportiveness, and
to smooth pathways for future collaboration. Above all, this book
is a call to action to uplift the field - and each other - in
challenging environments. This ground-breaking book will be of
interest and value to scholars of Gender and Sexuality Education
research.
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Nadine Gordimer
Paperback
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R398
R330
Discovery Miles 3 300
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