在毒品工作:反思痛苦的授权在酷儿教师-学生参与行动研究的反思
Lauren F Lichty1, Jessica Belmont2
1School of Interdisciplinary Arts and Sciences, University of Washington Bothell, Seattle, Washington, USA.
American journal of community psychology
|October 23, 2023
概括
这项研究使用了参与式行动研究来解决在人性性教科书中对酷尔,跨性别和跨性别个体的有限代表造成的伤害. 它提供了改善教科书正义和赋权学生的策略.
科学领域:
- 社会科学 社会科学 社会科学
- 教育教育教育教育教育教育.
- 性别研究是性别研究.
背景情况:
- 人类性学的教科书往往缺乏对酷尔,跨性别和跨性别个体的充分代表.
- 由于这些限制,现有的课程材料可能会无意中造成损害.
- 需要解决教育内容中的系统性问题.
研究的目的:
- 解决因教科书对边缘化性别和性认同的不充分表现造成的伤害.
- 通过合作研究,赋予同性恋,变性人和互性学生权力.
- 制定可行的战略,改善高等教育课程中的正义和代表性.
主要方法:
- 采用了两阶段的参与行动研究 (PAR) 项目.
- 涉及酷儿,变性人和互性学生和一个酷儿,非二进制教师之间的合作.
- 利用了第一人称反射式讲故事和创伤知情实践.
主要成果:
- 该PAR项目确定了课程文本带来的特定危害.
- 开发了"用毒药工作"的策略,以建设性的方式解决困难的内容.
- 反思强调了这一方法的成功和失败,提供了有价值的见解.
结论:
- 参与式行动研究可以成为解决教育材料不平等问题的强大工具.
- 在学术环境中,面对伤害和促进愈合时,创伤知情的方法至关重要.
- 为教育工作者,出版商和机构提供建议,以促进更公平,更包容的课程.
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