Equity, Diversity, and Inclusivity – Queer Theory: Gender Diversity and the Notion of Childhood Sexuality

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dc.contributor.authorMarshall, Esther
dc.date.accessioned2021-04-28T01:36:39Z
dc.date.available2021-04-28T01:36:39Z
dc.date.issued2018en
dc.description.abstractSocial inequalities in society are being filtered down into education, limiting the possibility for inclusion, equity, and celebration of diversity for all students (Bolstad, Gilbert, McDowall, 2012). One area of inclusion that limits students getting an equitable opportunity in education is that of those who perform gender and sexuality against the heteronormative society. My literature review looks at why teachers need to be aware of the social constructs of gender and childhood sexuality. Both of these elements are socially constructed, and have implications for many students’ self-identity. By understanding and implementing approaches of queer theories and other teacher practice strategies, learning environments will become more inclusive, equitable and diverse for all.en
dc.identifier.urihttps://hdl.handle.net/10092/101812
dc.identifier.urihttp://dx.doi.org/10.26021/10866
dc.language.isoen
dc.publisherUniversity of Canterburyen
dc.rightsCreative Commons Attribution 4.0 International License.en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectinclusive educationen
dc.subjectidentityen
dc.subjectheteronormativityen
dc.subjectchildhood sexualityen
dc.subjectGenderen
dc.subject.anzsrcField of Research::13 - Educationen
dc.titleEquity, Diversity, and Inclusivity – Queer Theory: Gender Diversity and the Notion of Childhood Sexualityen
dc.typeJournal Articleen
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