The changing experiences of primary teachers: Responding to scenarios involving diverse sexualities

van Leent, Lisa & Ryan, Mary (2015) The changing experiences of primary teachers: Responding to scenarios involving diverse sexualities. International Journal of Inclusive Education.

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Sex education and diverse sexualities are controversial topics within the primary school arena. Concepts of childhood innocence have influenced sex education curriculum, policy development and teaching practices within schools. However, research shows that primary school-aged students are aware of and talk about sexualities. The aim of this research is to reveal the pedagogical experiences of primary school teachers in relation to scenarios inclusive of diverse sexualities. Social constructionist theories of pedagogy and phenomenographic methods are used to provide a detailed analysis of the ways in which primary teacher participants conceptualise their encounters with students who introduce concepts of diverse sexualities. This research reveals that primary students ask questions about diverse sexualities, they use homophobic expressions (often as a daily occurrence), they sometimes reveal homosexual feelings to teachers, some have same-sex parents and some are being raised with knowledge of diverse sexualities. Without comprehensive policy and curriculum support, and appropriate professional learning for teachers, teachers are unable to make well informed pedagogical decisions that promote inclusive education.

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ID Code: 91630
Item Type: Journal Article
Refereed: Yes
Keywords: Teachers' experiences, primary/elementary, diverse sexualities, constructionism, phenomenography
DOI: 10.1080/13603116.2015.1111443
ISSN: 1360-3116
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Divisions: Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2015 Taylor and Francis
Copyright Statement: This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Inclusive Education on 2015, available online:
Deposited On: 05 Jan 2016 23:08
Last Modified: 06 Jan 2016 23:01

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