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Based on the diverse experiences of LGBTQ students and their allies, this essential volume  brings together in one resource the major issues that schools must address to improve the educational outcomes for gender and sexual minority students—as well as all students. Many of these issues involve negative school-based experiences that teachers and administrators need to be aware of as they interact with students on a daily basis, including those that encourage dropping out, substance abuse, and disproportionate thoughts of suicide. This insightful work not only examines the challenges of discrimination, harassment, and alienation that LGBTQ youth face, but it also captures students’ resilience and creativity in organizing against those challenges. The text includes teaching strategies, innovative projects, curricular revisions, and policy initiatives that have had positive effects on LGBTQ learning, aspirations, and school climate.

Book Features:

Offers a nuanced portrait of students, showing how issues of race, gender, gender identity, and class shape and complicate their experience. Examines the history and contemporary movements for LGBTQ rights. Describes a variety of discipline-based approaches to teaching students to think about LGBTQ-related concerns. Shows examples of youth organizing into extracurricular groups or creating school- and community-based interventions. Highlights the role of online communities and web-based resources.

“This book should be required reading for all K–12 educators and beyond. Departing from the common LG focus of most works on LGBT issues, Mayo offers a crucial analysis of the ways that sexism, transphobia, and homophobia work together to make schools difficult and even dangerous places. Just as importantly, Mayo maintains a refreshing, always practical approach to the ways teachers and administrators can better fulfill the goals of equity for all students.”
—A. Finn Enke, associate professor, History, Gender and Women's Studies, director, LGBT Studies, University of Wisconsin–Madison

“Mayo goes beyond platitudes and calls for tolerance to investigate the specific conflicts and controversies that seem to inevitably swarm around LGBTQ issues in education. What, we often ask, can we do to protect LGBTQ students, teachers, and families from harassment? Mayo offers answers in this incisive, necessary, and accessible book.”
—Jen Gilbert, associate professor, Faculty of Education, York University, Toronto, Ontario

Cris Mayo is professor and associate head in the Department of Education Policy, Organization, and Leadership and the Department of Gender and Women’s Studies at the University of Illinois at Urbana-Champaign.

A Guide to Teaching Effective Seminars

provides college and university faculty with a new approach to thinking about their teaching and helps them develop a deeper understanding of conversation itself. Seminars often inspire collaborative learning and produce rich educational environments, yet even experienced faculty find these conversations can range in quality. A Guide to Teaching Effective Seminars addresses this challenge by presenting a sociolinguistic perspective on seminars and providing instructors with best practices to manage successful seminars. Grounded in research, data, and her own deep experience teaching seminars, author Susan Fiksdal reveals ways students negotiate perspectives on reading, on conversation, and on social identities and power. By giving readers an appreciation of the discourse of seminars, the book helps to undermine stereotypes about language and people, increase civility, reduce misunderstandings, and foster tolerance for new ideas and diverse ways of expressing them. This important resource is for faculty members at all levels of experience and in every discipline who want practical advice about facilitating effective seminars.

Special Features:

Each chapter explores a key aspect of conversation with examples from a wide range of seminars across disciplines.

Transcripts from videotaped seminars showcase authentic conversations and negotiations between students.

End-of-chapter best practices promote critical thinking and collaboration.

A companion website features video clips of the transcripts in the book and additional resources.

Formal ethical review of research proposals is now almost the default requirement for all – staff and students – planning research under the auspices of colleges and universities in many parts of the world. With notable exceptions, the extant literature discussing educational research ethics takes a meta-ethical overview, is negatively critical about the ethics review process per se, or comes from America and focuses specifically on the workings of the Institutional Review Boards (IRBs) there.

This book, however, contains stories of lived experience from the UK, Spain, New Zealand, Bangladesh, and Australia dealing with, inter alia: dissatisfactions with criteria against which research proposals and designs and, by extension, researchers themselves, are judged to be ethical; problems encountered in obtaining ethical clearance; changes which have had to be made to plans which are believed to have affected the ensuing research process and outcomes; cases where ethical issues and difficulties arose and required considered responses despite permission to undertake the research in question being granted; and benefits perceived to accrue from ethical review procedures.

Ethics and Academic Freedom in Educational Research will be of interest to researchers, students, members of ethics review boards and those teaching research ethics, primarily at postgraduate but also at undergraduate level.

This book was originally published as a special issue of the International Journal of Research and Method in Education.

While arguments for and against teaching abstinence, the use of contraceptives, and sexual identity are becoming more and more polarized, most people agree that students must learn to navigate an increasingly sexual world. Sex Ed for Caring Schools presents a curriculum that goes beyond the typical health education most students receive today. As part of a critical pedagogy movement that connects education to social justice enterprises, this book and the corresponding online curriculum encourage students to talk, write, and think about the moral and relational issues underlying sex in society today. Addressing the real concerns of today’s teens, this book includes lessons on pornography, prostitution, media objectification, religion, and stereotypes.

Book Features:

Introduces readers to the controversies that have surrounded sex education curricula in recent decades. Outlines a comprehensive sex education that includes character education, citizenship, and caring—the three Cs. Focuses on the education both girls and boys need to treat each other ethically. Includes discussion questions and activities for future educators. Corresponds to an interactive online curriculum hosted by the author that includes free readings, activities, and discussion questions.

“Lamb is an expert in adolescent development, gender, and sexuality. In Sex Ed for Caring Schools, she spells out the larger social and political issues that students need to understand to be sexually literate, and how that will also enrich their personal sexual ethics.”
—Lawrence Blum, Distinguished Professor of Liberal Arts and Education, University of Massachusetts, Boston

“Dr. Lamb’s vision for sex education as framed in ethical discussion is a more substantial and democratic model than what exists now.  Sex Ed for Caring Schools is uniquely important and encourages thought and exploration.”
—Bill Taverner, Executive Director, The Center for Family Life Education

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