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セクシュアル・マイノリティを自認する教員の性の多様性をめぐる思想と実践
http://hdl.handle.net/2261/00077104
http://hdl.handle.net/2261/000771040fe6d080-3fa1-45d6-95f0-17fac64dfff2
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
CASEER00401.pdf (1.2 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2019-06-03 | |||||
| タイトル | ||||||
| タイトル | セクシュアル・マイノリティを自認する教員の性の多様性をめぐる思想と実践 | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | LBGTQ Teachers | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Gender and Sexual Diversity | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Thoughts and Practices | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| その他のタイトル | ||||||
| その他のタイトル | LGBTQ Teachers’ Thoughts and Practices for Gender and Sexual Diversity | |||||
| 著者 |
有間, 梨絵
× 有間, 梨絵× 植松, 千喜× 石塚, 悠× 志津田, 萌 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 155425 | |||||
| 姓名 | Arima, Rie | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 155426 | |||||
| 姓名 | Uematsu, Kazuki | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 155427 | |||||
| 姓名 | Ishizuka, Yu | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 155428 | |||||
| 姓名 | Shizuta, Moe | |||||
| 著者所属 | ||||||
| 値 | 東京大学 | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | In 2015, the ministry of education in Japan notified schools to support and consider sexual minority students. In this paper, we are to clarify the philosophies of LGBTQ teachers and the characteristics of their practices for gender and sexual diversity. We pick LGBTQ teachers as participants of our study and conduct a semi-structured interview. The chosen participants are four teachers. Two are from elementary school, and the others are from high school. Their gender and sexual identities include gay and male to female transgender. We interview the participants and analyze interview scripts along three points of view which we set― (1) their view of schools, (2) their philosophies of practices and their practices for gender and sexual diversity, (3) accepting their role in supporting gender and sexual diversity. As a result, first, LGBTQ teachers target to all students or outside schools while most teachers target to LBGTQ students inside schools. We show that there are four types of practice (for LGBTQ students/all students, inside/outside school). LGBTQ teachers question the persistent values such as heterosexism and gender binarism. Second, LGBTQ teachers think of LGBTQ as a part of discussion of diversity. |
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| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 2017 年度若手研究者育成プロジェクト採択者ワーキングペーパー | |||||
| 書誌情報 |
東京大学大学院教育学研究科附属学校教育高度化・効果検証センター 研究紀要 巻 4, p. 19-33, 発行日 2019-03-31 |
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| 著者版フラグ | ||||||
| 値 | publisher | |||||
| 出版者 | ||||||
| 出版者 | 東京大学院教育研究科附属学校教育高度化 ・効果検証センター | |||||
