Pride and Prejudice: Teacher Autonomy and Parent Rights in the Incorporation of LGBTQ+ Studies in K-12 Education

Autor/in	Phipps, Ricardo
Titel	Pride and Prejudice: Teacher Autonomy and Parent Rights in the Incorporation of LGBTQ+ Studies in K-12 Education
Quelle	In: American Educator, 47 (2023) 1, S.35-37 (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Professional Autonomy; Parent Rights; LGBTQ People; Elementary Secondary Education; Library Materials; Instructional Materials; Inclusion; Teacher Role; Curriculum Development; Texas; Virginia + Suchen Sie Ihr Suchwort? Berufsfreiheit; Elternrecht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Inklusion; Lehrerrolle; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Recent resistance to teaching students about the history of racial power and privilege dynamics in the United States has been accompanied by a parallel resistance to LGBTQ+ studies and resources in K-12 classrooms, libraries, and extracurricular spaces. There is a very practical benefit to trusting teachers to craft lessons that integrate LGBTQ+ culture into their classrooms. Classrooms can be relatively safe spaces to challenge cultural biases and assumptions if discussions are managed appropriately. The availability of literature that depicts diverse cultures is important in helping young people develop cultural sensitivity and respect for those from different backgrounds. However simply leaving to teachers decisions about integrating LGBTQ+ themes could have harmful results. Teachers who have unconscious biases toward LGBTQ+ people could unknowingly manifest these biases in the classroom. Ricardo Phipps argues that oversight and accountability must exist in terms of cultural infusion in K-12 curricula. Advisory groups comprised of parents, teachers, school counselors, administrators, and community representatives, including people from culturally diverse backgrounds (race or ethnicity, sexual orientation, gender identity, religion, disability, etc.), are needed to support educators as they design lessons that address cultural communities with a history of marginalization, and school administrators have the ultimate responsibility to monitor the pedagogy of their teachers for content and teaching style. (ERIC).
Anmerkungen	American Federation of Teachers, AFL-CIO. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4420; e-mail: ae@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01