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Toward Transformative Gender Justice...

Lewis, Katherine.

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Toward Transformative Gender Justice: Listening to Gender Non-Binary Individuals' Experiences of School.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Toward Transformative Gender Justice: Listening to Gender Non-Binary Individuals' Experiences of School./
作者:	Lewis, Katherine.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	268 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10737135
ISBN:	9780355487718

Toward Transformative Gender Justice: Listening to Gender Non-Binary Individuals' Experiences of School.
Lewis, Katherine.

Toward Transformative Gender Justice: Listening to Gender Non-Binary Individuals' Experiences of School. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 268 p.

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)--Texas State University - San Marcos, 2017.

The primary purpose of this study is to investigate and understand gender diverse individuals' retrospective accounts of their experiences of school and to interpret these experiences under the influence of deconstruction. A second purpose is to use these experiences to inform a model of gender-inclusive education.

ISBN: 9780355487718Subjects--Topical Terms:

2122799
Educational administration.

Toward Transformative Gender Justice: Listening to Gender Non-Binary Individuals' Experiences of School.
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500 $a Adviser: Michael P. O'Malley.
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520 $a The primary purpose of this study is to investigate and understand gender diverse individuals' retrospective accounts of their experiences of school and to interpret these experiences under the influence of deconstruction. A second purpose is to use these experiences to inform a model of gender-inclusive education.
520 $a In this qualitative study, semi-structured interviewing served as the primary method of inquiry. Eight gender non-binary adult participants were purposefully selected and individually interviewed. The participants were asked to describe their gendered experiences in K-12 schools. The secondary method of inquiry was a focus group interview in which seven participants were asked to offer suggestions for gender-inclusive schooling. Data from individual interviews was analyzed using two methods: open-coding, inductive analysis and a deductive analysis with Derridean deconstruction in mind. Data from focus group interviews was analyzed using open-coding and inductive analysis methods. Emerging themes were then analyzed in light of the literature, theoretical framework, research questions, and selected gender inclusive curricular materials.
520 $a Findings showed that participants felt little sense of belonging and safety in K-12 schools and that working toward gender-inclusive schooling (and Transformative Gender Justice) requires providing continuous educational opportunities (focused on learning about both gender writ large and gender diversity) to all members of a school community.
590 $a School code: 1035.
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