Policy and Gay, Lesbian, Bisexual, Transgender and Intersex Students (eBook)

Acknowledgements.- Glossary.- Symbols & Abbreviations.- Chapter One: Why is Policy Presumed Powerful?- 1.1 Introduction.- 1.2 Why a Policy Book?- 1.2.1 A policy push.-1.2.2 Presuppositions around policy’s power.- 1.3 What this Book Covers.- 1.3.1 How the ‘GLBTIQ’ acronym is used.- 1.3.2 How ‘sexuality’ and ‘sexuality education’ are used.- 1.3.3 Why secondary schooling?- 1.4 What is Policy, Anyway?- 1.4.1 Policy and power.- 1.4.2 Policy as discursive.- 1.4.3 Discourse and power.- 1.5 Conclusion.- Chapter Two: GLBTIQ Students; What’s the Problem?- 2.1 Introduction.- 2.11 Research on GLBTIQ students.- 2.12 Research gaps.- 2.2 ‘GLBTIQ Student’ Constructions are Discursive.- 2.3 Discourse Exemplars.- 2.4 Orientation-based Sexuality Education Discourse Exemplar.- 2.4.1 Conservative.- 2.4.2 Liberal.- 2.4.3 Critical.- 2.4.4 Post-modern.- 2.5 Conclusion.- Chapter Three: Studying Policy Impacts.- 3.1 Introduction.- 3.2 Methodology: Critical Discourse Analysis.- 3.1.1 Adaptation of CDA.- 3.1.2 Post-modern approach to description stage.- 3.1.3 Both core and innovative techniques.- 3.3 Research procedures.- 3.3.1 Data sources and collection methods.- 3.3.2 Source One: policies – textual analysis.- 3.3.3 Source Two: key informant interviews.- 3.3.4 Source Three: survey data – quantitative and qualitative analysis.- 3.4 Data analysis.- 3.4.1 Leximancer analysis of policy documents.- 3.4.2 Fairclough’s 10 CDA questions.- 3.4.3 Visual CDA techniques.- 3.4.4 Fairclough’s analysis of discursive practices.- 3.5 Ethical considerations.- 3.6 Conclusion.- Chapter Four:  How do Australian Policies Treat GLBTIQ Students?- 4.1 Introduction.- 4.2 Mapping the policy terrain – overview of the corpus.- 4.2.1 National policies: inclusion in principle.- 4.2.2 The policy states of the nation.- 4.2.3 Conclusions about policy discourses.- 4.3 Constructions of GLBTIQ students in key policies.- 4.3.1 National: part of the general diversity.- 4.3.2 NSW: Protected victims, potential complainants.- 4.3.3 QLD: Interpretively included, or not needy enough.- 4.3.4 Victoria: DEECD: Protected needy ‘at risk’ victims.- 4.3.5 Conclusions about how constructions function.- 4.4 Conclusion.- Chapter Five: Which Policies Are Useful?- 5.1 Introduction.- 5.2 Australian GLBTIQ students.- 5.3 Usefulness of policies in enhancing school level policy protection.- 5.3.1 National.- 5.3.2 State level.- 5.4 Usefulness of policies in increasing the purchase of affirming discourses.- 5.4.1 National.- 5.4.2 State level.- 5.4.3 School level.- 5.5 Usefulness of policies in encouraging support features.- 5.5.1 National.- 5.5.2 State level.- 5.5.3 School level.- 5.6 Usefulness of policies in encouraging supportive school climates.- 5.6.1 National.- 5.6.2 State level.- 5.6.3 School level.- 5.7 Conclusion.- Chapter Six: Conclusions & Outcomes.- 6.1 Discussion of findings.- 6.1.1 Policy positions: paucity AND polyvalence.- 6.1.2 Policy’s uses and usefulness.- 6.1.3 Policy’s presumed powers.- 6.2 Conclusions.- 6.2.1 Preferable policy positions.- 6.2.2 Useful policies.- 6.2.3 Policies with enhanced powers.- 6.2.4 Limitations.- 6.3 Implications.- 6.3.1 For education bodies and policy makers.- 6.3.2 For policy advocates and activists.- 6.3.3 For school staff.- 6.3.4 For teacher educators.- 6.3.5 For students.- 6.3.6 For academics.- 6.4 Outcomes.- 6.4.1 Brief overview of dissemination.- 6.4.2 International and national outcomes.- 6.4.3 State-specific outcomes.- 6.5 Conclusion.