Taboo Texts and Troubling Silences: How Textual Choices Coconstruct a Positive School Climate for Same-Sex- Attracted Students
Ullman, Jacqueline & McGraw, Kelli (2013) Taboo Texts and Troubling Silences: How Textual Choices Coconstruct a Positive School Climate for Same-Sex- Attracted Students. In Education and Poverty : Theory, Research, Policy and Praxis : Proceedings of AERA Annual Meeting 2013, American Educational Research Association, San Francisco, Calif.
This paper offers insights into the relationship between curriculum decision making, positive school climate, and academic achievement for same-sex attracted (SSA) students. The authors use critical discourse analysis to present a ‘conversation’ between six same-sex attracted young people, aged 14-19, and three pop-culture texts currently popular with both teachers and school-aged peers: The Hunger Games, Tomorrow When the War Began, and Neighbours. Analysis starts from the perspective that schools are empowered agents in the production of students’ sexualised identities and seeks to understand how textual choices function as active discourse in that production. Through this analysis, an argument is made for expanding notions of what it means to ‘attend to’ gender and sexuality through textual choice and critical pedagogy.
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|Item Type:||Conference Paper|
|Keywords:||higher education, disourses, marketization, commodification, multimodality, writing, absence of image, semiotics, critical|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Deposited On:||02 Apr 2014 06:29|
|Last Modified:||05 Apr 2014 16:53|
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