(Un)Working Binaries, (Un)Doing Privilege: Narratives of Teachers Who Make Safe Spaces for LGBTQ Students

(Un)Working Binaries, (Un)Doing Privilege: Narratives of Teachers Who Make Safe Spaces for LGBTQ Students

Bibliographic Details
Main Author: Smith, Jill Marie
Language:English
Published: The Ohio State University / OhioLINK 2012
Subjects:
Education
LGBTQ
privilege
schools
binaries
narratives
safe spaces
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=osu1338392562
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-osu13383925622021-08-03T06:05:34Z (Un)Working Binaries, (Un)Doing Privilege: Narratives of Teachers Who Make Safe Spaces for LGBTQ Students Smith, Jill Marie Education LGBTQ privilege schools binaries narratives safe spaces Abstract Research about lesbian, gay, bisexual, and transgender youth reveals that the presence of supportive staff contributes to the comfort and success of lesbian, gay, bisexual, transgender and questioning (LGBTQ) students. LGBTQ students who do not have this kind of support are more likely to miss school, get lower grades, and experience depression. School safety and anti-bullying programs that are used to inform staff about how to be supportive, however, are often generic and do not name or address issues of heteronormative privilege in schools. In an effort to fill this gap, this study looks closely at the life story narratives of three high school teachers who were nominated by student members of a Gay-Straight Alliance (GSA) as creating safe spaces for LGBTQ students and my life story narrative as a teacher-researcher. These narratives offered insights into ways straight teacher allies identified themselves and were identified by students in a large suburban school. Findings of this study reveal three major categories of ally approaches: pedagogical, narrative, and collegial. Results indicated that all oapproaches had both strengths and limitations. Findings indicated that institutionally supported binaries including art/athletics and protect/punish were reflected in the ways participants performed ally work. Further, data revealed that these binaries were linked to heteronormative privilege. Explicit conversations about teachers who do ally work and the heteronormativity of hegemonic power structures in schools increases our understanding of how to better support LGBTQ students in order to develop authentically supportive curricula, policies, and practices. 2012-06-26 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1338392562 http://rave.ohiolink.edu/etdc/view?acc_num=osu1338392562 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Education
LGBTQ
privilege
schools
binaries
narratives
safe spaces
spellingShingle Education
LGBTQ
privilege
schools
binaries
narratives
safe spaces
Smith, Jill Marie
(Un)Working Binaries, (Un)Doing Privilege: Narratives of Teachers Who Make Safe Spaces for LGBTQ Students
author Smith, Jill Marie
author_facet Smith, Jill Marie
author_sort Smith, Jill Marie
title (Un)Working Binaries, (Un)Doing Privilege: Narratives of Teachers Who Make Safe Spaces for LGBTQ Students
title_short (Un)Working Binaries, (Un)Doing Privilege: Narratives of Teachers Who Make Safe Spaces for LGBTQ Students
title_full (Un)Working Binaries, (Un)Doing Privilege: Narratives of Teachers Who Make Safe Spaces for LGBTQ Students
title_fullStr (Un)Working Binaries, (Un)Doing Privilege: Narratives of Teachers Who Make Safe Spaces for LGBTQ Students
title_full_unstemmed (Un)Working Binaries, (Un)Doing Privilege: Narratives of Teachers Who Make Safe Spaces for LGBTQ Students
title_sort (un)working binaries, (un)doing privilege: narratives of teachers who make safe spaces for lgbtq students
publisher The Ohio State University / OhioLINK
publishDate 2012
url http://rave.ohiolink.edu/etdc/view?acc_num=osu1338392562
work_keys_str_mv AT smithjillmarie unworkingbinariesundoingprivilegenarrativesofteacherswhomakesafespacesforlgbtqstudents
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