Elizabeth J. Meyer

Gendered Harassment in Secondary Schools: Understanding Teachers' (Non) Interventions.

This article provides an analysis of teachers’ perceptions of and responses to gendered harassment in Canadian secondary schools based on in‐depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment, homophobic harassment, and harassment for gender non‐conformity. This study shows that educators experience a combination of external and internal influences that act as either barriers or motivators for intervention. Some of the external barriers include: lack of institutional support from administrators; lack of formal education on the issue; inconsistent response from colleagues; fear of parent backlash; and negative community response. By gaining a better understanding of the complex factors that shape how teachers view and respond to gendered harassment, we can work towards more effective solutions to reduce these behaviours in schools.

Electronic portfolios in the classroom: factors impacting teachers’ integration of new technologies and new pedagogies

This article presents the findings of a study on the use of an electronic portfolio (EP) in 16 elementary classrooms across Canada. Using a mixed-methods approach, data were collected to understand how teachers used EPs in their classrooms, to what extent they integrated the EP into their practice, and the factors influencing their use. Using expectancy theory, findings indicate that low implementers experienced significant technical obstacles and/or were reluctant to change their established practices, whereas high implementers reported feeling supported by their administration, experiencing growth in their teaching practice, and using more pedagogical practices that support self-regulated learning as a result of the scaffolding provided by the software.

Perspectives on Gender and Sexual Diversity (GSD)-Inclusive Education: Comparisons between Gay/Lesbian/Bisexual and Straight Educators.

This paper presents findings from a national study on the beliefs and practices of K-12 educators regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues in schools. Over 3400 Canadian educators participated in the study, which took the form of a bilingual (English/French) online survey. Respondents answered questions about their values regarding human rights and LGBTQ-inclusive education, their practices in the classroom, experiences with homophobic and transphobic harassment, and perceptions of support for LGBTQ-inclusive practices. Results indicate that there is a high level of in-principle support for LGBTQ-inclusive education (84.9%); however, actual practice is much lower (61.8%) and there are significant differences in the perspectives and experiences of gay, lesbian, and bisexual identified educators compared with their straight colleagues in terms of curriculum integration and bullying interventions. Findings offer important insights for teacher preparation, curriculum development, and law and policy implementation and reform.

Understanding Sex and Gender

This chapter introduces the reader to important cultural and scientific terms and concepts that are central to developing a deeper understanding of issues related to sex and gender. I explain the differences between the two terms and the difficulties that arise when they are used incorrectly. Terms that are defined and explored related to the category of sex include male, female, transsexual, and intersex. Terms that are defined in the section exploring gender include man, woman, transgender, two-spirit, and genderqueer. This is then followed by presenting various psychological models of identity development along with a discussion of the strengths and weaknesses of these models. The chapter concludes with a brief exploration of some of the issues that might arise in the elementary and secondary setting in terms of sex and gender.

Teachers, Sexual Orientation, and the Law in Canada: A Human Rights Perspective

Abstract Teacher expression on the subject of sexual orientation is a hotly contested topic that has led to many recent legal challenges in the United States and Canada. The purpose of this article is to offer readers an introduction to Canadian cases regarding teacher expression and sexual orientation and demonstrate how the application of a human rights framework can offer schools and educators an ethically sound and legally defensible way of approaching and resolving such controversies.

Teachers’ professional learning to affirm transgender, non-binary, and gender-creative youth: experiences and recommendations from the field

Abstract This paper critically examines the professional learning needs called for by educators working to support transgender, non-binary, and gender-creative (trans) youth and makes recommendations for practice. Interviews were conducted with 26 educators (preschool to secondary) who have worked directly with trans students (any child whose behaviour does not match stereotypes for their sex category assigned at birth, or who identifies with a gender different from their sex category assigned at birth). We examine two new concepts related to professional learning and educator preparation that emerged from theorising the data and related literature: pedagogies of exposure and culture of conversation. The limits and possibilities offered by these approaches are critically examined through the research base on teacher learning. Recommendations are made for teacher preparation, professional development and related practices to better create and sustain learning environments that affirm gender diversity.

Handbooks for Educators and Students Working with Gay-Straight Alliances

This book review essay discusses key issues surrounding the creation and leadership of student-led gay–straight alliances (GSAs) and related diversity clubs in schools through a discussion and analysis of two handbooks on the topic. These handbooks were written by authors in the United States and Canada and provide a valuable introduction to anyone engaged in anti-homophobia work in schools.

Subverting the Ivory Tower: Teaching and Learning Through Critical Dialogues

Elizabeth J. Meyer and Veronika Lesiuk Introduction Joe Kincheloe was our teacher, our mentor, and our friend. In our experiences in higher education, we had learned that it was virtually impossible to have these three different kinds of relationships with one person; particularly with an established, respected scholar who was as prolific as he was. He wasn’t arrogant or inaccessible or a diva or blinded by the hubris that can come with being deemed an “expert in the field.” He was Joe, the Vols fan and blues musician from Tennessee who proudly told anyone who would listen about his honorary membership in the Lesbian Avengers. When we first met him, he was also Dr. Joe L. Kincheloe, the Canada Research Chair in critical pedagogy at McGill University and renowned scholar and author or editor of more than 40 books. However, the mere presence of Joe and his work in cultural studies, social theory, and critical pedagogy existing in the Ivory Towers of top-tier research universities was an act of subversion. He preferred T-shirts and jeans to jackets and ties. He befriended the custodial staff before getting to know the department chairs, and he never made it to a meeting on time because he was busy listening to someone. Even more than his presence, his teaching subverted the expectations and the unwritten rules of these elite institutions.

Electronic Portfolio Encouraging Active and Reflective Learning

At the Centre for the Study of Learning and Performance we have developed, tested, and disseminated to schools without charge, an Electronic Portfolio Encouraging Active and Reflective Learning (ePEARL). ePEARL is designed to be faithful to predominant models of self-regulation, scaffolding and supporting learners and their educators from grade one (level one) through grade twelve and beyond (level four). ePEARL encourages learners to engage in the cyclical phases and sub-phases of forethought, performance, and self-reflection. In a series of studies, including two longitudinal quasi-experiments, we have explored the positive impacts of ePEARL on the enhancement of students’ self-regulated learning skills, their literacy skills and changes in teaching, while simultaneously researching classroom implementation fidelity and teacher professional development. This chapter briefly explains the development of ePEARL, our research program, and issues in the scalability and sustainability of knowledge tools.

Introduction: Why Learn About Gender and Sexual Diversity in Schools?

This chapter introduces the reader to the many issues schools are facing that relate to gender and sexual diversity. This chapter presents a brief overview of some of the main topics including bullying and harassment, diversity and equity, sexual and emotional health, positive school climates, and academic success. It also presents some related educational theories and situates how the theoretical foundations of each argue for inclusive discussions of gender and sexual diversity. The following educational philosophies are introduced: democratic, critical pedagogy, multicultural, social justice, feminist, anti-oppressive, and queer. Finally, the chapter gives examples from the curriculum, extracurricular activities, and school design to show how sexual and gender diversity are already present in schools, but generally not addressed in positive or inclusive ways.