Final Report and Publications
Final Report
LGBTQ Families Speak Out (2014-2020): Final Report, March 2021
LGBTQ Families Speak Out (2014-2020): Final Report, March 2021
| final_report_-march_2021.pdf |
Books
Our Children Are Your Students:
LGBTQ Families Speak Out (2021)
Tara Goldstein with contributions by *Pam Baer, *benjamin lee hicks, *Yasmin Owis, *Kate Reid, and *Jenny Salisbury
Our Children Are Your Students points to the everyday challenges and celebrations of LGBTQ families and children as they navigate their way through the Canadian education system. Incorporating the voices of LGBTQ families who are so often silenced by schools, Tara Goldstein and the LGBTQ Families research team have done a truly wonderful job in bringing their experiences to light. An inspiring, honest, hopeful, sensitive, thought-provoking and beautifully presented book. All teachers, pre-service teachers and teacher educators must read this. In all honesty, I could hardly put it down. – Tania Ferfolja, Associate Professor, School of Education, Centre for Educational Research, Western Sydney University, Australia
Our Children Are Your Students is part teaching, part research, part art, and 100% devoted to improving the quality of the lives of LGBTQ students and their families. Goldstein (and her fellow authors) have an ear for beautiful words, creating theatre from family testimonies of struggle and joy within our education system. If teachers, professors, and community professionals are serious about following human rights laws for the inclusion of LGBTQ families, they should open up this book. If LGBTQ families want to feel less alone, they can find their loving stories within the pages. – Karleen Pendleton Jiménez, Professor, School of Education, Gender and Social Justice, Trent University, Canada
Now available at www.myersedpress.com
Receive 25% off this title by using the code MEP25 at checkout. (Limited time offer.)
LGBTQ Families Speak Out (2021)
Tara Goldstein with contributions by *Pam Baer, *benjamin lee hicks, *Yasmin Owis, *Kate Reid, and *Jenny Salisbury
Our Children Are Your Students points to the everyday challenges and celebrations of LGBTQ families and children as they navigate their way through the Canadian education system. Incorporating the voices of LGBTQ families who are so often silenced by schools, Tara Goldstein and the LGBTQ Families research team have done a truly wonderful job in bringing their experiences to light. An inspiring, honest, hopeful, sensitive, thought-provoking and beautifully presented book. All teachers, pre-service teachers and teacher educators must read this. In all honesty, I could hardly put it down. – Tania Ferfolja, Associate Professor, School of Education, Centre for Educational Research, Western Sydney University, Australia
Our Children Are Your Students is part teaching, part research, part art, and 100% devoted to improving the quality of the lives of LGBTQ students and their families. Goldstein (and her fellow authors) have an ear for beautiful words, creating theatre from family testimonies of struggle and joy within our education system. If teachers, professors, and community professionals are serious about following human rights laws for the inclusion of LGBTQ families, they should open up this book. If LGBTQ families want to feel less alone, they can find their loving stories within the pages. – Karleen Pendleton Jiménez, Professor, School of Education, Gender and Social Justice, Trent University, Canada
Now available at www.myersedpress.com
Receive 25% off this title by using the code MEP25 at checkout. (Limited time offer.)
Teaching Gender and Sexuality at School: Letters to Teachers (2019)
Tara Goldstein with contributions by *benjamin lee hicks, *Jenny Salisbury, and *Pam Baer
In a set of compelling letters to teachers, Tara Goldstein addresses a full range of issues facing LGBTQ students and families at elementary and secondary school. Tara talks to teachers about normalizing LGBTQ lives in the curriculum, challenging homophobic and transphobic ideas, and building an inclusive school culture that both expects and welcomes LGBTQ students and their families. The book includes a terrific nuanced glossary of terms and definitions written by team member benjamin lee hicks and the play Out at School written by Tara, Jenny Salisbury and Pam Baer.
Available at:
www.routledge.com
Journal Articles
*Baer, P. *Owis, B., *Salisbury, J. and Goldstein, T. (2022). Out at School: Imagining a Slow Ethic of Care in Research-Based Theatre. Qualitative Inquiry. DOI: 10.1177/10778004221097633/p.1-9.
This article invites us to reconsider how we engage in ethical tensions and decision-making with the stories we are gifted as artist-researchers. Using a verbatim theater piece titled Out at School, we explore three moments of discomfort and growth that moved our collective approach toward a slow ethic of care. Within three ethical moments of dissonance, we investigate how to navigate a slow ethic of care in a project that is iterative and constantly shifting within and against our social and political world. By moving away from the desire for resolution, we argue for a process that understands the need to sit within ethical tensions as a way to commit to an ongoing slow ethic of care. We discuss our process, production, and performance as an invitation to critically reflect on ethical practices in research-based theater and reimagine ways to call in and move forward.
To download the article click here:
https://journals.sagepub.com/doi/10.1177/10778004221097633
Goldstein, T., *Salisbury, J., *Baer, P., *Koecher, A., *hicks, b.l., *Reid, K., *Owis, B., *Ga’al, E. and *Walkland, T. (2021). LGBTQ Family Advocacy at School. Perspectives on Urban Education 18(2).
This paper reports on a set of testimonies from three LGBTQ families about the advocacy work they needed to take up both within and outside their schools. The stories they are share are part of a multi-year interview study undertaken from 2014-2020. Each of the three families needed to respond to the cisheteronormative cultures of their schools by challenging the ideas teachers and principals held about gender, sexuality, and families and some of their everyday classroom and school practices. One family member also had to find a way to survive the culture of white supremacy at their school and look outside their school to learn ways of being in the world that would help them become a proud queer trans person-of-colour. The advocacy work the families undertook is discussed through two analytic lenses: The Triangle Model and the concept of intersectionality, which demonstrates how the middle-class economic resources and professional education two parents brought to their daughters’ schooling were key to supporting them. Without these family resources, two other students took longer than necessary to graduate high school, and found they had to pursue the education they needed outside of school.
To download the article click here:
https://urbanedjournal.gse.upenn.edu/archive/volume-18-issue-2-spring-2021/lgbtq-family-advocacy-school
*Baer, P., *Salisbury, J. and Goldstein, T. (2019). Out at School: Extending “Startling Empathy” Through Image Theatre. Education Forum 83(4):481-431.
In this article, the team reflects on the way our verbatim theatre script Out at School was paired with Theatre of the Oppressed work in an undergraduate applied theatre class. Through an engagement with the complex lives of lesbian, gay, bisexual, trans, and queer (LGBTQ) families at school, students moved from a response of what Jenny Salisbury calls “startling empathy” to a discussion of the ways they might act to challenge heteronormativity and cis-sexism in school.
For a free eprint, click here:
https://www.tandfonline.com/eprint/JGVZJBMFJRGWTP292KE3/full?target=10.1080/00131725.2019.1626961
Goldstein. T., *Koecher, A., *Baer, P., and *hicks, b.l. (2018). Transitioning in elementary school: Advocacy and allyship. Teaching Education Journal 29(2):165-177.
In this article the team examines how parent advocacy and teacher allyship played an important role in supporting six-year-old Violet Addley’s (a pseudonym) gender transition in elementary school. We first met the Addley family in the spring of 2015 when we interviewed them for a research study on the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) families in Ontario schools. The goals of the study are to interview LGBTQ families about issues that come up at school, document how families have worked with schools to create safer and more respectful classrooms for their children, and share the families’ interviews with teachers and principals so they can begin to think about the ways they can best work with LGBTQ parents and their children. Our paper also discusses what a group of teachers learned about parent advocacy and teacher allyship from their engagement with the Addley family interviews.
For a free eprint, click here:
http://www.tandfonline.com/eprint/kJKZ9ZvjadYMDuGfrkVf/full
Tara Goldstein with contributions by *benjamin lee hicks, *Jenny Salisbury, and *Pam Baer
In a set of compelling letters to teachers, Tara Goldstein addresses a full range of issues facing LGBTQ students and families at elementary and secondary school. Tara talks to teachers about normalizing LGBTQ lives in the curriculum, challenging homophobic and transphobic ideas, and building an inclusive school culture that both expects and welcomes LGBTQ students and their families. The book includes a terrific nuanced glossary of terms and definitions written by team member benjamin lee hicks and the play Out at School written by Tara, Jenny Salisbury and Pam Baer.
Available at:
www.routledge.com
Journal Articles
*Baer, P. *Owis, B., *Salisbury, J. and Goldstein, T. (2022). Out at School: Imagining a Slow Ethic of Care in Research-Based Theatre. Qualitative Inquiry. DOI: 10.1177/10778004221097633/p.1-9.
This article invites us to reconsider how we engage in ethical tensions and decision-making with the stories we are gifted as artist-researchers. Using a verbatim theater piece titled Out at School, we explore three moments of discomfort and growth that moved our collective approach toward a slow ethic of care. Within three ethical moments of dissonance, we investigate how to navigate a slow ethic of care in a project that is iterative and constantly shifting within and against our social and political world. By moving away from the desire for resolution, we argue for a process that understands the need to sit within ethical tensions as a way to commit to an ongoing slow ethic of care. We discuss our process, production, and performance as an invitation to critically reflect on ethical practices in research-based theater and reimagine ways to call in and move forward.
To download the article click here:
https://journals.sagepub.com/doi/10.1177/10778004221097633
Goldstein, T., *Salisbury, J., *Baer, P., *Koecher, A., *hicks, b.l., *Reid, K., *Owis, B., *Ga’al, E. and *Walkland, T. (2021). LGBTQ Family Advocacy at School. Perspectives on Urban Education 18(2).
This paper reports on a set of testimonies from three LGBTQ families about the advocacy work they needed to take up both within and outside their schools. The stories they are share are part of a multi-year interview study undertaken from 2014-2020. Each of the three families needed to respond to the cisheteronormative cultures of their schools by challenging the ideas teachers and principals held about gender, sexuality, and families and some of their everyday classroom and school practices. One family member also had to find a way to survive the culture of white supremacy at their school and look outside their school to learn ways of being in the world that would help them become a proud queer trans person-of-colour. The advocacy work the families undertook is discussed through two analytic lenses: The Triangle Model and the concept of intersectionality, which demonstrates how the middle-class economic resources and professional education two parents brought to their daughters’ schooling were key to supporting them. Without these family resources, two other students took longer than necessary to graduate high school, and found they had to pursue the education they needed outside of school.
To download the article click here:
https://urbanedjournal.gse.upenn.edu/archive/volume-18-issue-2-spring-2021/lgbtq-family-advocacy-school
*Baer, P., *Salisbury, J. and Goldstein, T. (2019). Out at School: Extending “Startling Empathy” Through Image Theatre. Education Forum 83(4):481-431.
In this article, the team reflects on the way our verbatim theatre script Out at School was paired with Theatre of the Oppressed work in an undergraduate applied theatre class. Through an engagement with the complex lives of lesbian, gay, bisexual, trans, and queer (LGBTQ) families at school, students moved from a response of what Jenny Salisbury calls “startling empathy” to a discussion of the ways they might act to challenge heteronormativity and cis-sexism in school.
For a free eprint, click here:
https://www.tandfonline.com/eprint/JGVZJBMFJRGWTP292KE3/full?target=10.1080/00131725.2019.1626961
Goldstein. T., *Koecher, A., *Baer, P., and *hicks, b.l. (2018). Transitioning in elementary school: Advocacy and allyship. Teaching Education Journal 29(2):165-177.
In this article the team examines how parent advocacy and teacher allyship played an important role in supporting six-year-old Violet Addley’s (a pseudonym) gender transition in elementary school. We first met the Addley family in the spring of 2015 when we interviewed them for a research study on the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) families in Ontario schools. The goals of the study are to interview LGBTQ families about issues that come up at school, document how families have worked with schools to create safer and more respectful classrooms for their children, and share the families’ interviews with teachers and principals so they can begin to think about the ways they can best work with LGBTQ parents and their children. Our paper also discusses what a group of teachers learned about parent advocacy and teacher allyship from their engagement with the Addley family interviews.
For a free eprint, click here:
http://www.tandfonline.com/eprint/kJKZ9ZvjadYMDuGfrkVf/full