Creating and sustaining LGBTQ+ inclusive communities of practice in UK primary schools: an interpretative phenomenological analysis

References

• Adams, S. R., & Mix, E. K. (2014). Taking the lead in faculty development: Teacher educators changing the culture of university faculty development through collaboration. AILACTE Journal, 11(1), 37–56.
   Google Scholar
• Ansara, Y. G., & Hegarty, P. (2012). Cisgenderism in psychology: Pathologising and misgendering children from 1999 to 2008. Psychology and Sexuality, 3(2), 137–160. https://doi.org/10.1080/19419899.2011.576696
   Google Scholar
• Apple, M. W. (1995). Education and power. Routledge.
   Google Scholar
• Atkinson, C. (2021). They don’t really talk about it ‘cos they don’t think it’s right’: Heteronormativity and institutional silence in UK primary schools. Gender and Education, 33(4), 451–467. https://doi.org/10.1080/09540253.2020.1773410
   Web of Science ®Google Scholar
• Ball, S. (2017). The education debate. Policy Press.
   Google Scholar
• Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. https://doi.org/10.1111/j.1745-6916.2006.00011.x
   Web of Science ®Google Scholar
• Baum, J. (2017, July 21). Creating Gender Inclusive Schools. Paper Presented at Gender Spectrum Professionals Conference, Hayward, CA.
   Google Scholar
• BERA. (2018). Ethical guidelines for Educational Research. [Online]. https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018-online
   Google Scholar
• Birkett, M., Koenig, B., & Espelage, D. L. (2009). LGB and questioning students in schools: The moderating effects of homophobic bullying and school climate on negative outcomes. Journal of Youth and Adolescence, 38(7), 989–1000. https://doi.org/10.1007/s10964-008-9389-1
   PubMed Web of Science ®Google Scholar
• Bolisani, E., Fedeli, M., Bierema, L., & De Marchi, V. (2021). United we adapt: Communities of practice to face the CoronaVirus crisis in higher education. Knowledge Management Research & Practice, 19(4), 454–455. https://doi.org/10.1080/14778238.2020.1851615
   Web of Science ®Google Scholar
• Bragg, S., Renold, E., Ringrose, J., & Jackson, C. (2018). ‘More than boy, girl, male, female’: exploring young people’s views on gender diversity within and beyond school contexts.’ Sexuality Society and Learning, 18(4), 420–434.
   Web of Science ®Google Scholar
• Britzman, D. P. (1998). Lost subjects, contested objects: Towards a psychoanalytic inquiry of learning. State University of New York Press.
   Google Scholar
• Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. Routledge.
   Google Scholar
• Carlile, A. (2019). Teacher experiences of LGBTQ inclusive education in primary schools serving faith communities in England, UK. Pedagogy, Culture & Society, 28(4), 1–20.
   Web of Science ®Google Scholar
• Coulter, R. W. S., Birkett, M., Corliss, H. L., Hatzenbuehler, M. L., Mustanski, B., & Stall, R. D. (2016). Associations between LGBTQ-affirmative school climate and adolescent drinking behaviors. Drug and Alcohol Dependence, 161, 340–347. https://doi.org/10.1016/j.drugalcdep.2016.02.022
   PubMed Web of Science ®Google Scholar
• DePalma, R., & Atkinson, E. (2009a). ‘No Outsiders’: Moving beyond a discourse of tolerance to challenge heteronormativity in primary schools. British Educational Research Journal, 35(6), 837–855. https://doi.org/10.1080/01411920802688705
   Web of Science ®Google Scholar
• DePalma, R., & Atkinson, E. (2009b). Interrogating heteronormativity in primary schools: The work of the no outsiders project. Trentham.
   Google Scholar
• DePalma, R., & Atkinson, E. (2009c). “Permission to talk about it”: Narratives of sexual equality in the classroom. Qualitative Inquiry, 15(5), 876–892. https://doi.org/10.1177/1077800409332763
   Web of Science ®Google Scholar
• DePalma, R., & Atkinson, E. (2010). The nature of institutional heteronormativity in primary schools and practice-based responses. Teaching and Teacher Education, 26(8), 1669–1676. https://doi.org/10.1016/j.tate.2010.06.018
   Web of Science ®Google Scholar
• DePalma, R., & Jennett, M. (2010). Homophobia, transphobia and culture: Deconstructing heteronormativity in English primary schools. Intercultural Education, 21 (1), 15–26. https://doi.org/10.1080/14675980903491858
   Google Scholar
• DePalma, R., & Teague, L. (2008). A democratic community of practice: Unpicking all those words. Educational Action Research, 16(4), 441–456. https://doi.org/10.1080/09650790802445619
   Google Scholar
• Department for Education. (2019). Relationships and Sex Education (RSE) [online]. Retrieved February 10, 2020, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/805781/Relationships_Education__Relationships_and_Sex_Education__RSE__and_Health_Education.pdf
   Google Scholar
• Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking in the educative process. D. C. Heath.
   Google Scholar
• Do Mar Castro, M. C. V., Dhawan, N., & Engel, A. (2011). Hegemony and heteronormativity revisiting ‘the political’ in queer politics. Ashgate.
   Google Scholar
• Donelson, R., & Rogers, T. (2004). Negotiating a research protocol for studying school-based gay and lesbian issues. Theory into Practice, 43(2), 128–135. https://doi.org/10.1207/s15430421tip4302_6
   Web of Science ®Google Scholar
• Dowson, T. A. (2000). Why queer archaeology? An introduction. World Archaeology, 32(2), 161–165. https://doi.org/10.1080/00438240050131144
   Web of Science ®Google Scholar
• Equalities Act. (2010). Retrieved February 10, 2020, from http://www.legislation.gov.uk/ukpga/2010/15/pdfs/ukpga_20100015_en.pdf
   Google Scholar
• Espelage, D., & Swearer, S. (2008). Addressing research gaps in the intersection between homophobia and bullying. School Psychology Review, 37(2), 155–159. https://doi.org/10.1080/02796015.2008.12087890
   Web of Science ®Google Scholar
• Ferguson, D. (2019). ‘We can’t give in’: The Birmingham School at the frontline of anti-LGBT protests. [online]. Retrieved January 26, 2020, from https://www.theguardian.com/uknews/2019/may/26/birmingham-anderton-park-primary-muslim-protests-lgbt-teachingrights
   Google Scholar
• Flores, G. (2014). Teachers working cooperatively with parents and caregivers when implementing LGBT themes in the elementary classroom. American Journal of Sexuality Education, 9(1), 114–120. https://doi.org/10.1080/15546128.2014.883268
   Google Scholar
• Freire, P. (2003). Pedagogy of the oppressed. Continuum International.
   Google Scholar
• Gadamer, H. (1990/1960). Truth and method (2nd Rev. ed.). Crossroads.
   Google Scholar
• GIDS. (2021). Refers to GIDS financial years 2015–16 to 2020–21 GIDS. https://gids.nhs.uk/number-referrals
   Google Scholar
• Giffney, N., & O’Rourke, M. (2009). The Ashgate research companion to queer theory. Ashgate.
   Google Scholar
• Gower, A. L., Forster, M., Gloppen, K., Johnson, A. Z., Eisenberg, M. E., Connett, J. E., & Borowsky, I. W. (2018). School practices to foster LGBT-supportive climate: Associations with adolescent bullying Involvement. Prevention Science, 19(6), 813–821. https://doi.org/10.1007/s11121-017-0847-4
   PubMed Web of Science ®Google Scholar
• Gray, E. M. (2013). Coming out as a lesbian, gay or bisexual teacher: Negotiating private and professional worlds. Sex Education, 13(6), 702–714. https://doi.org/10.1080/14681811.2013.807789
   Web of Science ®Google Scholar
• Jennett, M., Rivers, I., Jowett, K., Power, P., & Caught, R. (2004). Stand up for us: Challenging homophobia in schools. Department for Education and Skills.
   Google Scholar
• Kumpulainen, K., & Lipponen, L. (2010). Productive interaction as agentic participation in dialogic enquiry. In K. Littleton & C. Howe (Eds.), Educational dialogues. Understanding and promoting productive interaction (pp. 48–63). Routledge.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
   Google Scholar
• Li, L. C., Grimshaw, J. M., Nielsen, C., Judd, M., Coyte, P. C., & Graham, I. D. (2009). Evolution of Wenger’s concept of community of practice. Implementation Science: IS, 4(11), 11–18. https://doi.org/10.1186/1748-5908-4-11
   PubMedGoogle Scholar
• Lincoln, Y. S., & Guba, E. (1985). Naturalistic inquiry. Sage.
   Google Scholar
• Llewellyn, A., & Reynolds, K. (2021). Within and between heteronormativity and diversity: Narratives of LGB teachers and coming and being out in schools. Sex Education, 21(1), 13–26. https://doi.org/10.1080/14681811.2020.1749040
   Web of Science ®Google Scholar
• Logan, S. R., Dwight, C., Watson, Y. H., Hood, Y., & Lasswell, T. A. (2016). Multicultural inclusion of lesbian and gay literature themes in elementary classrooms. Equity & Excellence in Education, 49(3), 380–393. https://doi.org/10.1080/10665684.2016.1194239
   Web of Science ®Google Scholar
• Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91(5), 822–839. https://doi.org/10.1002/sce.20209
   Web of Science ®Google Scholar
• Mack, J. C., Johnson, A., Jones-Rincon, A., Tsatenawa, V., & Howard, K. (2019). Why do teachers leave? A comprehensive occupational health study evaluating intent-to-quit in public school teachers. Journal of Applied Biobehavioral Research, 24(1), e12160. https://doi.org/10.1111/jabr.12160
   Web of Science ®Google Scholar
• Mackenzie, S., & Talbott, A. (2018). Gender justice/gender through the eyes of children: A Photovoice project with elementary school gender expansive and LGBTQ-parented children and their allies. Sex Education, 18(6), 1–671. https://doi.org/10.1080/14681811.2018.1456915
   PubMed Web of Science ®Google Scholar
• McDermott, E. (2011). The world some have won: Sexuality, class and inequality. Sexualities, 14(1), 63–78. https://doi.org/10.1177/1363460710390566
   Web of Science ®Google Scholar
• Merleau-Ponty, M. (1962). Phenomenology of perception. Routledge& Kegan Paul.
   Google Scholar
• METRO. (2016). Youth chances: Integrated report. [online]. Retrieved August 24, 2020, from https://www.metrocharity.org.uk/sites/default/files/2017-04/National%20Youth%20Chances%20Intergrated%20Report%202016.pdf
   Google Scholar
• Meyer, E. J. (2008). Gendered harassment in secondary schools: Understanding teachers’ (non)interventions. Gender and Education, 20(6), 555–570. https://doi.org/10.1080/09540250802213115
   Web of Science ®Google Scholar
• Minckler, C. H. (2014). School leadership that builds teacher social capital. Educational Management Administration & Leadership, 42(5), 657–679. https://doi.org/10.1177/1741143213510502
   Web of Science ®Google Scholar
• Morgan, E., & Taylor, Y. (2019). Dangerous education: The occupational hazards of teaching transgender. Sociology, 53(1), 19–35. https://doi.org/10.1177/0038038517746052
   Google Scholar
• Myers, K., & Raymond, L. (2010). Elementary school girls and heteronormativity: The girl project. Gender & Society, 24(2), 167–188. https://doi.org/10.1177/0891243209358579
   Web of Science ®Google Scholar
• Parise, M. M. (2021). Gender, sex and heteronormativity in high school statistics textbooks. Mathematics Education Research Journal, 33(4), 757–785.
   Web of Science ®Google Scholar
• Poteat, V. P., Sinclair, K. O., DiGiovanni, C. D., Koenig, B. W., & Russell, S. T. (2013). Gay-straight alliances are associated with student health: A multischool comparison of LGBTQ and heterosexual youth. Journal of Research on Adolescence, 23(2), 319–330. https://doi.org/10.1111/j.1532-7795.2012.00832.x
   Web of Science ®Google Scholar
• Potvin, L. (2016). Radical heterosexuality: Straight teacher activism in schools: Does ally-led activism work? Confero: Essays on Education, Philosophy and Politics, 4(1), 9–36. https://doi.org/10.3384/confero.2001-4562.160614
   Google Scholar
• Richard, G. (2015). The pedagogical practices of Quebec high school teachers relative to sexual diversity. Journal of LGBT Youth, 12(2), 113–143. https://doi.org/10.1080/19361653.2014.969866
   Web of Science ®Google Scholar
• Ryan, C. L. (2016). Kissing brides and loving hot vampires: Children’s construction and perpetuation of heteronormativity in elementary school classrooms. Sex Education, 16(1), 77–90. https://doi.org/10.1080/14681811.2015.1052874
   Web of Science ®Google Scholar
• Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis. SAGE.
   Google Scholar
• Snapp, S. D., Burdge, H., Licona, A. C., Moody, R. L., & Russell, S. T. (2015). Students’ Perspectives on LGBTQ-Inclusive Curriculum. Equity and Excellence in Education, 48(2), 249–265.
   Web of Science ®Google Scholar
• Stonewall. (2019). Creating an LGBT - inclusive primary curriculum. [Online]. Retrieved January 12, 2020, from https://www.stonewall.org.uk/system/files/creating_an_lgbt-inclusive_primary_curriculum.pdf
   Google Scholar
• Thatcher, M. (1987). Speech to conservative party conference. [Online]. Retrieved October 24, 2020, from https://www.margaretthatcher.org/document/106941
   Google Scholar
• Toomey, R. B., McGuire, J. K., & Russell, S. T. (2012). Heteronormativity, school climates, and perceived safety for gender nonconforming peers. Journal of Adolescence, 35(1), 187–196.
   PubMed Web of Science ®Google Scholar
• Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32. https://doi.org/10.1177/0022487102053001003
   Web of Science ®Google Scholar
• Warin, J. (2019). Conceptualising the value of male practitioners in early childhood education and care (EYEC): Gender balance or gender flexibility. Gender and Education, 31(3), 293–308. https://doi.org/10.1080/09540253.2017.1380172
   Web of Science ®Google Scholar
• Wenger, E. (1998). Communities of practice: Learning meaning and identity. Cambridge University Press.
   Google Scholar
• Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press.
   Google Scholar
• Woodson, A. N. (2017). "Less than a Vapor": Positioning Black lesbian women in history teacher education. Journal of Lesbian Studies, 21(4), 465–477. https://doi.org/10.1080/10894160.2016.1162545
   PubMed Web of Science ®Google Scholar