000			02199nab a22002657a 4500
999			_c7775 _d7775
005			20250625151619.0
008			220811s2022 -nz|| |||| 00| 0 eng d
040			_aAFVC
100			_aGraham, Katie _99426
245			_aTeaching gender and sexual diversity in Aotearoa New Zealand : _bhow hierarchies and surveillance shape what is possible _cKatie Graham, Karen Nairn and Gareth J. Trehane
260			_bSpringer, _c2022
500			_aNew Zealand Journal of Educational Studies, 2022. First published online, 10 July 2022
520			_aThe ways that gender and sexuality are included within secondary school teaching has implications for students’ understandings and ongoing wellbeing. In this research we interviewed nine educators who work in secondary schools in Te Wai Pounamu (the South Island of Aotearoa/New Zealand) about how they approach gender and sexuality within their teaching and what informs these approaches. Foucauldian discourse analysis was used to analyse the interview data. Educators’ approaches to gender and sexuality were shaped by the subject(s) they teach, educational context, and subjectivity in relation to their own gender and sexuality. Educators were conscious of the systems of hierarchy and surveillance within education settings, which often limited their willingness to include content that explored gender and sexual diversity. These findings help inform efforts to create more inclusive school environments and suggest that educators need to feel safe including diverse discourses of gender and sexuality within their teaching. (Authors' abstract). Record #7775
650			_aSCHOOLS _9515
650			_aATTITUDES _970
650		0	_aSEXUALITY EDUCATION _96891
650			_aWORKFORCE DEVELOPMENT _94320
651		4	_aNEW ZEALAND _92588
700			_aNairn, Karen _91785
700			_aTreharne, Gareth J. _98358
773	0		_tNew Zealand Journal of Educational Studies, 2022. First published online, 10 July 2022
830			_aNew Zealand Journal of Educational Studies _96425
856			_uhttps://doi.org/10.1007/s40841-022-00259-y _zDOI: 10.1007/s40841-022-00259-y (Open access)
942			_2ddc _cARTICLE _hnews113