By Sara Cancelliere
The team for our project has been hard at work starting up an interview-based study of LGBTQ+ families’ experiences in public schools across Ontario. This week, we welcomed four new undergraduate students into our research team. Myself (Sara Cancelliere)coming with a background in Equity and Women’s & Gender Studies, Rachel Bromberg, from a background of Ethics, Society, & Law, Kelly Trinh, who is studying English & French and education through OISE’s concurrent education program and Tarra Joshi, who is studying Equity Studies and Ethics, Society & Law.
This week’s meeting, headed by Research Manager Pam Baer and Principal Investigator Tara Goldstein was a general briefing of the project and its progress so far. We talked about a SSHRC (Social Science & Humanities Research Committee) proposal that will be submitted in the hopes of the project gaining a funding grant, which led to a discussion of the project’s parameters. The proposal said that we plan to video-interview LGBTQ+ parents whose children currently attend Ontario public schools. The study will include parents from cities, suburbs, and rural areas. In these interviews, we will discuss both the succeeses and conflicts experienced by the parents and their children in their schools and the families’ strategies to solve these conflicts. We plan to share the results of this study with LGBTQ families and the educators that work with them through by sharing edited versions of the interviews on a project website and conducting professional development workshops for teachers and administrators. We are hoping that launching our website right from the beginning of the project will help connect us with LGBTQ+ families across the province.
After our discussion of the parameters of the study, we reviewed a timeline chart for the project. This gave us an idea of the project’s pacing and not only which tasks needed doing, but how and when they should be done.
After this briefing, the team discussed two articles, Kevin Kumashiro’s “Toward a Theory of Anti-Oppressive Education” and Tara Goldstein’s “Safe, Positive, and Queering Moments in Teaching Education and Schooling: A Conceptual Framework”. Inspired by these articles, we discussed common strategies for fostering equity and inclusion in schools with respect to LGBTQ+ students and talked about how the obstacles and strategies described in the readings could be relevant to LGBTQ+ families.
Once the discussion was complete, the team brainstormed names for the project and several suggestions were written down. We eventually decided on LGBTQ Families Speak Out About Schools. Towards the end of the meeting we decided on tasks for the next two weeks. Everyone having a fair share of work to contribute, the meeting was adjourned until September 29th.
References
Goldstein, T., Russell, V. and Daley, A. (2007). Safe, Positive and Queering Moments in Teaching Education and Schooling; A Conceptual Framework. Teaching Education Journal, 18(3)183-199.
Kumashiro, K. (2000). Toward a theory of anti-oppressive education. Review of
Educational Research 70(1): 25-53.
The team for our project has been hard at work starting up an interview-based study of LGBTQ+ families’ experiences in public schools across Ontario. This week, we welcomed four new undergraduate students into our research team. Myself (Sara Cancelliere)coming with a background in Equity and Women’s & Gender Studies, Rachel Bromberg, from a background of Ethics, Society, & Law, Kelly Trinh, who is studying English & French and education through OISE’s concurrent education program and Tarra Joshi, who is studying Equity Studies and Ethics, Society & Law.
This week’s meeting, headed by Research Manager Pam Baer and Principal Investigator Tara Goldstein was a general briefing of the project and its progress so far. We talked about a SSHRC (Social Science & Humanities Research Committee) proposal that will be submitted in the hopes of the project gaining a funding grant, which led to a discussion of the project’s parameters. The proposal said that we plan to video-interview LGBTQ+ parents whose children currently attend Ontario public schools. The study will include parents from cities, suburbs, and rural areas. In these interviews, we will discuss both the succeeses and conflicts experienced by the parents and their children in their schools and the families’ strategies to solve these conflicts. We plan to share the results of this study with LGBTQ families and the educators that work with them through by sharing edited versions of the interviews on a project website and conducting professional development workshops for teachers and administrators. We are hoping that launching our website right from the beginning of the project will help connect us with LGBTQ+ families across the province.
After our discussion of the parameters of the study, we reviewed a timeline chart for the project. This gave us an idea of the project’s pacing and not only which tasks needed doing, but how and when they should be done.
After this briefing, the team discussed two articles, Kevin Kumashiro’s “Toward a Theory of Anti-Oppressive Education” and Tara Goldstein’s “Safe, Positive, and Queering Moments in Teaching Education and Schooling: A Conceptual Framework”. Inspired by these articles, we discussed common strategies for fostering equity and inclusion in schools with respect to LGBTQ+ students and talked about how the obstacles and strategies described in the readings could be relevant to LGBTQ+ families.
Once the discussion was complete, the team brainstormed names for the project and several suggestions were written down. We eventually decided on LGBTQ Families Speak Out About Schools. Towards the end of the meeting we decided on tasks for the next two weeks. Everyone having a fair share of work to contribute, the meeting was adjourned until September 29th.
References
Goldstein, T., Russell, V. and Daley, A. (2007). Safe, Positive and Queering Moments in Teaching Education and Schooling; A Conceptual Framework. Teaching Education Journal, 18(3)183-199.
Kumashiro, K. (2000). Toward a theory of anti-oppressive education. Review of
Educational Research 70(1): 25-53.
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