Competencias del profesorado ante situaciones de acoso y agresión por diversidades sexogenéricas en las aulas. Estado de la cuestión en EE. UU. y Canadá

Simple item page
dc.book.titleRedescubriendo el mundo a través de las pedagogías: un viaje transfronterizo
dc.contributor.authorOrtega Leal, Pilar
dc.contributor.authorChisvert Tarazona, María José
dc.contributor.authorSánchez Sáinz, Mercedes
dc.contributor.editorSánchez Cruz, Melanie
dc.contributor.editorGarcía Tort, Enrique
dc.contributor.editorDenato, Donatella
dc.contributor.editorHernáiz Agreda, Nerea
dc.date.accessioned2024-06-10T12:21:03Z
dc.date.available2024-06-10T12:21:03Z
dc.date.issued2024
dc.descriptionBibliografía: • Aragón, S. R., Poteat, V. P., Espelage, D. L. y Koenig, B. W. (2014). The influence of peer victimization on educational outcomes for LGBTQ and non-LGBTQ high school students. Journal of LGBT Youth, 11(1), 1-19. https://doi.org/10.1080/19361653.2014.840761 • Bellini, C. (2012). The Pink Lesson Plan: Addressing the Emotional Needs of Gay and Lesbian Students in Canadian Teacher Education Programs. Journal of LGBT Youth, 9, 373-396. https://doi.org/10.108 0/19361653.2012.714178 • Callaghan, T. D. y van Leent, L. (2019). Homophobia in Catholic schools: An exploration of teachers’ rights and experiences in Canada and Australia. Journal of Catholic Education, 22(3). http://dx.doi. org/10.15365/joce.2203032019 • Fantus, S. y Newman, P. A. (2021). Promoting a positive school climate for sexual and gender minority youth through a systems approach: A theory-informed qualitative study. American Journal of Orthopsychiatry, 91(1), 9-19. https://doi.org/10.1037/ort0000513 • Goldbach, J. T., Tanner-Smith, E. E., Bagwell, M. y Dunlap, S. (2014). Minority stress and substance use in sexual minority adolescents: A meta-analysis. Prevention Science, 15(3), 350-363. https://doi.org/1 0.1007/s11121-013-0393-7 • Goldstein-Schultz, M. (2020). Teachers’ Experiences With LGBTQ+ Issues in Secondary Schools: A Mixed Methods Study. International Quarterly of Community Health Education 42(2), 155-169. https:// doi.org/10.1177/0272684X20972651 • González, J. y Wagenaar, R. (eds.) (2003). Tuning educational structures in Europe. Informe Final. Fase I. Universidad de Deusto. http://tunin gacademy.org/wp-content/uploads/2014/02/TuningEUI_FinalReport_SP.pdf • Heck, N. C., Poteat, V. P. y Goodenow, C. S. (2016). Advances in Research with LGBTQ Youth in Schools. Psychol Sex Orientat Gend Divers, 3(4), 381-385. https://doi.org/10.1037/sgd0000206 • Joyce, H. D. (2015). School connectedness and student-teacher relationships: a comparison of sexual minority youths and their peers. Children & Schools, 37, 3. https://doi.org/10.1093/cs/cdv012 • Kosciw, J. G., Clark, C. M. y Menard, L. (2022). The 2021 National School Climate Survey: The experiences of LGBTQ+ youth in our nation’s schools. Washington: GLSEN. https://www.glsen.org/research/2021- national-school-climate-survey • Kosciw, J. G., Palmer, N. A. y Kull, R. M. (2015). Reflecting resiliency: openness about sexual orientation and/or gender identity and its relationship to well-being and educational outcomes for LGBT students. Am J Community Psychol, 55(1-2), 167-178. https://doi.org/ 10.1007/s10464-014-9642-6 • Milburn, W. y Palladino, P. (2012). Preservice Teachers’ Knowledge, Skills, and Dispositions of LGBTQ Bullying Intervention. The American Association of Behavioral and Social Sciences Journal, 16, 86-100. • Moore, M. J. y Rienzo, B. A. (2000). Utilizing the SIECUS Guidelines to Assess Sexuality Education in One State: Content Scope and Importance. Journal of School Health, 70(2), 56-60. https://doi.org/10.11 11/j.1746-1561.2000.tb07243.x • O’Connell, L. M, Atlas, J. G, Saunders, A. L y Philbrick, R. (2010). Perceptions of Rural School Staff Regarding Sexual Minority Students. Journal of LGBT Youth, 7(4), 293-309. https://doi.org/10.1080/1936 1653.2010.518534 • Ortega-Leal, M. P. (2023). Las competencias del profesorado en diversidades sexo-genéricas en las etapas de Educación Infantil, Primaria y Secundaria obligatoria. Una investigación desde la metodología comunicativa [tesis doctoral, Universitat de València]. • Peter, T., Taylor, C. y Campbell, C. (2016). «You can’t break... when you’re already broken»: The importance of school climate to suicidality among LGBTQ youth. Journal of Gay & Lesbian Mental Health, 20(3), 195-213. https://doi.org/10.1080/19359705.2016.1171188 • Peter, T., Campbell, C. P. y Taylor, C. (2021). Still in every class in every school: Final report on the second climate survey on homophobia, biphobia, and transphobia in Canadian schools. Egale Canada Human Rights Trust. https://egale.ca/awareness/still-in-every-class • Potvin, L. (2021). It’s not all rainbows and unicorns: Straight teacher allies reflect on privilege. Journal of LGBT Youth, 18(3), 273-286. https://doi.org/10.1080/19361653.2020.1719952 • Price, J. H., Dake, J. A., Kirchofer, G. y Telljohann, S. K. (2003). Elementary school teachers’ techniques of responding to student questions regarding sexuality Issues. Journal of School Health, 73(1), 9-14. https://doi.org/10.1111/j.1746-1561.2003.tb06552.x • Richard, G. (2015). The pedagogical practices of Québec high school teachers relative to sexual diversity. Journal of LGBT Youth, 12(2), 113-143. https://doi.org/10.1080/19361653.2014.969866 • Schneider, M. S. y Dimito, A. (2008). Educators’ Beliefs about Raising Lesbian, Gay, Bisexual, and Transgender Issues in the Schools: The Experience in Ontario, Canada. Journal of LGBT Youth, 5(4), 49-71. http://dx.doi.org/10.1080/19361650802223003 • Steck, A. K. y Perry, D. (2018). Challenging heteronormativity: Creating a safe and inclusive environment for LGBTQ students. Journal of School Violence, 17(2), 227-243. http://doi.org/10.1080/1538822 0.2017.1308255 • Taylor, C. y Peter, T. (2011). Every class in every school: final report on the first national climate survey on homophobia, biphobia and transphobia in Canadian schools. Egale Canada Human Rights Trust. https://egale. ca/every-class/ • Toomey, R. B., Ryan, C., Diaz, R. M., Card, N. A., Russell, S. T. (2010). Gender-nonconforming lesbian, gay, bisexual, and transgender youth: school victimization and young adult psychosocial adjustment. Dev Psychol, 46(6), 1580-1589. https://doi.org/10.1037/ a0020705 • Van Der Toorn, J., Jost, J. T., Packer, D. J., Noorbaloochi, A. y Van Bavel, J. J. (2017). In Defense of Tradition: Religiosity, Conservatism, and Opposition to Same-Sex Marriage in North America. Personality & Social Psychology Bulletin, 43(10), 1455-1468. • Waters, E., Jindasurat, C. y Wolfe, C. (2016). Lesbian, gay, bisexual, transgender, queer and HIV-affected hate violence in 2015. National Coalition of Anti-Violence Programs. Nueva York.
dc.description.abstractEstudios relativos a diversidades sexo-genéricas ganan espacio progresivamente en el campo académico educativo. Las conductas abusivas, agresiones físicas, pero también simbólicas, hacia alumnado LGBTIQ+ requieren profundizar sobre género y diversidad sexo-genérica y familiar en los centros de enseñanza. Este capítulo aborda el análisis de la LGBTIQ+fobia del profesorado en investigaciones de EE. UU. y Canadá. Países con abundantes investigaciones relativas al papel del profesorado como garante de escuelas seguras. Los resultados evidencian la relevancia de introducir competencias dirigidas al tratamiento de las diversidades sexo-genéricas en el currículo universitario del profesorado en formación
dc.description.departmentDepto. de Estudios Educativos
dc.description.facultyFac. de Educación
dc.description.refereedTRUE
dc.description.statuspub
dc.identifier.citationOrtega Leal, P., Chisvert Tarazona, M. J., & Sánchez Sáinz, M. (2024). Competencias del profesorado ante situaciones de acoso y agresión por diversidades sexogenéricas en las aulas. Estado de la cuestión en EE. UU. y Canadá. En Redescubriendo el mundo a través de las pedagogías: un viaje transfronterizo (pp. 65-80). Octaedro.
dc.identifier.doi10.36006/09576-1
dc.identifier.isbn978-84-199-0028-9
dc.identifier.officialurlhttp://doi.org/10.36006/09576-1
dc.identifier.relatedurlhttps://octaedro.com/wp-content/uploads/2024/06/9788419900289.pdf
dc.identifier.relatedurlhttps://dialnet.unirioja.es/servlet/articulo?codigo=9567023
dc.identifier.relatedurlhttps://produccioncientifica.ucm.es/documentos/6661fc1fbcb9d63701b9b83d
dc.identifier.relatedurlhttps://dialnet.unirioja.es/servlet/libro?codigo=979430
dc.identifier.relatedurlhttps://octaedro.com/libro/redescubriendo-el-mundo-a-traves-de-las-pedagogias-un-viaje-transfronterizo/
dc.identifier.urihttps://hdl.handle.net/20.500.14352/104797
dc.language.isospa
dc.page.final81
dc.page.initial65
dc.page.total16
dc.publication.placeBarcelona
dc.publisherEditorial Octaedro
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.cdu613.880.1
dc.subject.cdu159.923.2-055.4
dc.subject.cdu37.064.3
dc.subject.cdu37.013
dc.subject.cdu316.647.82:305-055.3
dc.subject.keywordCompetencias del profesorado
dc.subject.keywordAcoso LGBTI+fóbico
dc.subject.keywordDiversidades sexo-genéricas en educación
dc.subject.ucmCiencias Sociales
dc.subject.ucmFormación del profesorado
dc.subject.ucmSociología de la educación (Educación)
dc.subject.ucmPedagogía
dc.subject.unesco58 Pedagogía
dc.titleCompetencias del profesorado ante situaciones de acoso y agresión por diversidades sexogenéricas en las aulas. Estado de la cuestión en EE. UU. y Canadá
dc.title.alternativeTeacher competencies in situations of harassment and Aggression due to sexual and gender diversities in classrooms. State the issue in the US and Canada
dc.typebook part
dc.type.hasVersionVoR
dspace.entity.typePublication
relation.isAuthorOfPublication6606bd81-032b-42d4-9165-9dbe577fed4d
relation.isAuthorOfPublication.latestForDiscovery6606bd81-032b-42d4-9165-9dbe577fed4d
Download
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Redescubriendo el mundo a través de las pedagogías
Size:
2.63 MB
Format:
Adobe Portable Document Format
downoload Download
Collections
Libros o Monografías