{"id":20,"date":"2014-11-10T13:00:57","date_gmt":"2014-11-10T18:00:57","guid":{"rendered":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014\/?page_id=20"},"modified":"2014-12-19T16:17:57","modified_gmt":"2014-12-19T21:17:57","slug":"page-with-video","status":"publish","type":"page","link":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-srmeyers\/page-with-video\/","title":{"rendered":"Journal Articles"},"content":{"rendered":"<p style=\"text-align: center\"><strong>Peer-reviewed Journal Articles<\/strong><\/p>\n<ul>\n<li style=\"text-align: left\">\u201cQueer Youth in Heterosexist Schools: Isolation, Prejudice and No Clear Supportive Policy Frameworks\u201d by Olivia Murray discusses the heterosexist policies that exist in our society and the potential tragic consequences that sort of setting has on queer youth. Murray believes that there is a level of \u201cinstitutionalized homophobia afflicting public schools\u201d and that \u201clearning institutions have become tolerant of verbal harassment and physical abuse directed at students who are, or are perceived to be, queer.\u201d \u00a0Murray breaks down specific policies that have an impact on queer students into \u201ctwo categories: Formal education policies include laws, budgetary guidelines, state department regulations, federal mandates, and judicial decisions\u201d and \u201cinformal education policies that people are expected to follow\u201d that are \u201c\u2018unwritten\u2019 rules\u201d. She also explores the variety of policies and levels of protection provided to queer students in different parts of the country.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"text-align: left\">\u201cIn the Name of Safety: Discursive Positionings of Queer Youth\u201d by Kim Hackford-Peer discusses how queer youth are often thought of as \u201cinnocent victims\u201d and how they are at the same time intertwined in conversations about \u201cactivist educators\u201d. This is especially interesting in the high school setting as students are \u201cin the process of becoming adults\u2026 requiring movement from powerless (innocence) to powerful (activist)\u201d (543). Hackford-Peer feels that a re-framing of these issues is necessary as these two types of common discourse can be limiting and suggests questioning \u201cour notions of childhood innocence\u201d and that \u201cthe GSA is one example of a space where students (and educators) can come together to grapple with the tensions in their lives and their schools\u201d. GSAs come in all different forms, they can be safe bubbles for queer students that feel separate from the rest of the school to activist groups and Hackford-Peer believes that reframing discourse about queer issues in schools could help educators work more productively with students.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center\"><strong>Practitioner-Oriented Journal Articles<\/strong><\/p>\n<ul>\n<li style=\"text-align: left\">\u201cThe Ellen DeGeneration: nudging bias in the creative arts classroom\u201d by Anne Harris points how \u201cLGBT figures in popular media such as Ellen DeGeneres have influenced the rhizomatic growth of communities of difference\u201d and how that has had an effect on behaviors and activities in schools. Harris explores the possibilities for students presented by \u201ccreative arts industries and classrooms\u201d as well as the importance of having conversations. Harris uses an example of addressing comments made in the classroom that could be overlooked but have a touch of homophobia that, although uncomfortable, could create a conversation about the school environment and stereotypes. She challenges educators to think about how to address the tensions that relate to \u201chomophobia or heterosexism in classrooms\u2014even relaxed arts-based classrooms\u201d.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>\u201cQueer Politics in Schools: A Ranci\u00e8rean reading\u201d by Claudia W. Ruitenberg is analyzes \u201cconditions of [queer] visibility and sayability and the political risks and benefits that gaining visibility and sayability carries for queer students and teachers\u201d. Ruitenberg questions different permutations of the coming out process as an individual or part of a group and the idea of being misidentified, in the school setting, while not being out. She also suggests that educators and students rethink the naming of Gay Straight Alliances to be more inclusive to all identities. She discusses teacher-allies roles and points out that a \u201cfemale teacher who is presumed heterosexual is in a great position to ask why colleagues assume the \u2018partner\u2019 she refers to is her husband or boyfriend\u201d, among other observations. Ruitenberg recommends making alterations to curriculum and staffroom conversation in schools.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Peer-reviewed Journal Articles \u201cQueer Youth in Heterosexist Schools: Isolation, Prejudice and No Clear Supportive Policy Frameworks\u201d by Olivia Murray discusses the heterosexist policies that exist in our society and the potential tragic consequences that sort of setting has on queer youth. Murray believes that there is a level of \u201cinstitutionalized homophobia afflicting public schools\u201d and [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-20","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-srmeyers\/wp-json\/wp\/v2\/pages\/20","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-srmeyers\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-srmeyers\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-srmeyers\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-srmeyers\/wp-json\/wp\/v2\/comments?post=20"}],"version-history":[{"count":0,"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-srmeyers\/wp-json\/wp\/v2\/pages\/20\/revisions"}],"wp:attachment":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-srmeyers\/wp-json\/wp\/v2\/media?parent=20"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}