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イスラエルの学校におけるLGBTQ+教師の体験
Chani Goldengreen1, Hadar Netz1
1School of Education, Tel Aviv University, Tel Aviv, Israel.
Journal of homosexuality
|September 4, 2025
まとめ
この研究は,イスラエルの学校におけるLGBTQ+教師の経験を調査し,監視や沈黙などの課題を強調しています. クィアの教育者が 制限された環境の中で アイデンティティと変化を 推進する方法を明らかにしています
科学分野:
- 教育社会学
- クィア研究
- 文化人類学
背景:
- 教育環境におけるLGBTQ+教師の経験は,学術文献では十分に表現されていない.
- トランスジェンダーの教育者が直面する 課題を無視しています
- ヘテロノーマティブとシスノーマティブの学校環境は クイアの教員にとって 独特の障害となる.
研究 の 目的:
- レズビアン,ゲイ,バイセクシュアル,トランスジェンダー,クィア (LGBTQ+) の教師の体験を調査する.
- これらの教育者が自分のアイデンティティをどのように構築し, 専門的な課題をどのように導いているかを調査します.
- 教育システムの中で 代表が少ないコミュニティの 沈黙した声を広めたいのです
主な方法:
- 微妙な体験を捉えるために 物語の探求と"小さな物語"の分析を活用する.
- LGBTQ+教師の主観的な現実を理解するための定性データに焦点を当てています.
- 同性愛者,レズビアン,トランスジェンダーを含む多様なLGBTQ+アイデンティティ.
主要な成果:
- イスラエルの学校における監視と沈黙の 普遍的なテーマを特定しました
- 文化的な直接性によって悪化した 暴露の危険性に関連した 重要なストレスを明らかにした
- クィア教師が採用した 回復力やアイデンティティ構築の戦略を強調しました
結論:
- クイアの教師は 職業生活において 文化的な制約や制度的な制約に直面します
- 課題にもかかわらず,LGBTQ+の教育者は学校内でポジティブな変化を起こす可能性を秘めています.
- この研究は,LGBTQ+スタッフを支援する包括的な教育環境の必要性を強調しています.
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