Professional Documents
Culture Documents
Introduction
theory used for investigating the way in which teachers’ instructional scaffolding of the
resilience and academic achievement amongst LGBTQ and GQ students. There is a powerful
correlation between the three life components outlined as the organisational, the instructional
and the interpersonal and the recommendations provided by Ullman. As suggested throughout
the article; the curriculum should be more LGBTQ- inclusive forging a gay-straight alliance
implemented into the ‘Stage 6: lesson plan; critical analysis activity’ (Appendix 2) changed
from (Appendix 1; Gerges, 2017); in a tangible, sensitive manner as these issues are
challenging to present; into schools with a conservation gender culture formerly developed
LGBQT are not subject to the same inclusive educational advantages as heterosexual students
or student of LGBQT identification that conform to the traditional gender binaries i.e.
exploring ‘gender climate’ with Australian LGBTQ using SEF theory, a conversation is created
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Including a global perspective, research from the US that includes positive representations of
same-sex attracted and transferred students possess a great sense of safety, experience less
victimisation, less absenteeism, increased academic levels and over all engagement are
reported higher than students subjected to curricular silences and feel marginalisation within
the classroom (Kosciw, Greytak, Diaz, and Barkiewicz. 2010, Ullman, 2014). As Ullman
(2014) pointed out; many participants characterised their teachers as architects of the set school
gender climate. The teachers are positioned as pioneers and leaders within the classroom; and
of those who were reluctant to acknowledge same-sex attraction and gender fluidity during the
lesson; participants became actively disengaged due to ‘somehow falling’ outside their teachers
concern or responsibility.
Cross-subject relevance
through the Australian education system (ATSIL,2017; NESA, 2017). Code of ethics conduct
provides direction for teachers for committing to social justice issues including students with
environment. The code of ethics also directs stakeholders; i.e. teachers, students, and wider
community; to make fair decisions to all people in avoiding discrimination on the ground of
race, culture, religion and gender (Code of conduct, 2017). Furthermore, teachers are required
The cross-curricular priorities are implemented through the Australian curriculum providing
guidelines for teachers; as architects of the learning environment and classroom discourse; to
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foster the social justice sustainability and sustainable social futures for their LGBTQ students
(ACARA, 2017). In addition, the general capabilities that are crucial for LGBTQ student’s
engagement include the personal and social capability and the development of ethical
capabilities (ACARA,2017). ACARA employed these capability dimensions for the safety and
active engagement for all school climates; specified as ‘gender climate’ throughout Ullmans
research (Ullman, 2014). ATSIL (2017) also provides teachers with professional and ethical
responsibilities standard 7.1; requiring them to apply these key principles describes in the code
of ethics and across capabilities in all teaching area within an engaging learning environment
Through the quality teaching model teachers provide the opportunity to enable teachers to
LGBQT students’ within a visual arts class (A classroom practice guide, 2003). Their
develop higher- order thinking on principles of inclusion or fellow peers. Furthermore, teachers
have the opportunity to thrive by applying scaffolding as theorised through the constructivist
theory; as a strategy for differentiating pedagogy to meed specific learning needs of students
Critical Summary
According to Kevin Hsiehs’(2011) study of preservice art teachers; they are willing to learn;
and ready to implement positive conversations within their classrooms; creating; a safe
engaging, LBGTQ inclusive learning environment. However, there is the issue of the
institutional conventional construct that these pre-service art teachers are concerned about
encountering. This survey of 147 pre-service teachers support the SEF theory Ullman (2014)
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investigated in improving the ‘gender climate’ and engagement of LGBQT and GQ students
(Hsiehs, 2011). The research that informed the article includes informing on whole school
curricular silences on sexual and gender diversity and student engagement is thoroughly
explored (Ullman 2014). This article cites teacher positivity affects towards gender binaries
and diversity; with qualitative research identifying the problem of marginalisation of LGBTQ
and GQ students and the effect it has on their social relationships and academic outcomes for
background global research informing local perspectives. (Ullman 2017; Ullman 2014; Ullman
Ullman’s (2014) research methodology used NVivo a verified qualitative and mixed method
research application; was used to assist with the organisation and analysis of the transcribed
interviews. This took place in two phases whereby the first phase, of data analysis, involves a
coding frame describing the research. This coding phase is tested for “inter-coder reliability
with the project research assistant, with a kappa score of 0.83, indicating a near perfect
agreement” score (Viera and Garrett 2005; Ullman 2014). The second phase separates 22
descriptive codes of data analysis and thematically collapses them using three school climate
components making up the Stage environmental theory (Merriam 2009; Saldana 2009; Eccles
and Roeser 2009; Ullman, 2014). The first component; organisationally; views the ways in
which the schools applied various gender boundaries through rules and consequences. The
second component; instructionally; divulges the manner the schools scaffolded gender
curriculum associations. The final school life component; interpersonal, conveys the manner
schools maintain these gender boundaries through social aspects and stakeholder’s engagement
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This method was applied to five LGBTQ participants which can be viewed as a limited sample
when investigating the Western Sydney alongside Sydney’s south, the most homophobic area
of the city as a whole; However, Ullman (2014) provided background from other researchers
to support the exploration in understanding how students’ views of gender climate maybe
linked to their sense of school belonging and related motivational outcomes. (Collins and
Poynting Sex Education 2000; Flood and Hamilton 2005; Ullman 2014). Even so; had mixed
research methods, also, been used for understanding why the area was homophobic; the
background to this injustice would be stronger support for developing counter methods specific
to combating this ‘homophobic area’ and the reported schooling experience of these five
participants.
However, competingly; the interviews lasted between 45 and 90 minutes and one-to-one;
participant directed and had a participant directed loose structure reflecting the organisational,
instructional and interpersonal experiences they endured as a result of the homophobic and
tolerant behaviour. The two participants that remained in the schooling environment
experiences retold; the suppressive accepted gender norms and expression, social acceptance
disengagement of LGBQT students within the classroom (Ullman 2014). The three LGBQT
participants that no longer attended secondary school focused on the retrospective perspectives
of the gender climate they experienced. Existing outside of an instructional institution their
responses included numerous topics different to the students that were still in school; including
legal/social equity issues, social construction of gender, sexuality and the marginalisation and
disengagement they experienced in such classes i.e. sex education (Ullman and Ferfolja
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Their needs were not met; by not experiencing the same equity in education and they felt they
fell out of the teachers remit when asking questions surrounding same-sex relationships. This
is seen through sampling from the interview presented by Ullman; i.e. Hazel, age 19; was
subjected to victimisation and her principal suggested if she had altered her appearance she
would experience less victimisation. This an example of the neglect in ethical conduct and
injustice that Ullman (2014) is trying to raise awareness to. Ullman (2014) has discussed the
interviews from the perspectives of the participants; suggesting there is a limitation to these
interviews; requiring more research and support discussing why these teachers haven’t
maintained their professional development; protecting the safe equitable learning environment
for LBGQT and GQ students (ATSIL, 2017). In its entirety, the article provides comprehensive
research that is credible and has used appropriate framework to ensure teachers create
opportunities for LGBQT and GQ students to thrive maintaining their engagement via inclusive
Ullman (2014) argues that the professed inclusiveness, acceptance and inclusion on social and
curricular levels of schooling are crucial for a teacher to foster an engaging environment with
thriving attitudes from LGBTQ and GQ students as exemplified in the visual arts critical
analysis activity (Gerges 2017); Appendix (2). Ullman findings and recommendation are
supported overall through additional research using numerous framework that overlaps
including; various other researched interventions through, SEL framework; Mind Matters
and Communities, 2015). According to Ullman (2014) and Roffey (2015), the disengagement
occurring more so by LGBQT students may be rectified by teachers who genuinely care and
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take interest by creating a sense of connectedness and belonging within the classroom and
lesson curriculum (Goodenow, Szalacha, and Westheimer 2006; Kosciw et al. 2013). Within
the visual arts key learning area this can be included through the choice of artist through the
Through these recommendations the visual arts lesson plan chosen’s activity has been altered
to include a LGBTQ artist Andy Warhol. Particularly through the Conceptual framework,
teachers can ensure students are having a safe, inclusive and engaging discussion on sexuality
and gender fluidity through a LBGTQ artist and their art practice according to the national
curriculum and syllabus (ACARA, 2017). According to Tompkins, Kearns and Mitton-Kukner
(2016) support Ullmans (2014) hypothesis in positive approaches towards LGBTQ and GQ
narratives (3.6 QTM); needed for increasing pedagogical equity amongst LGBQT or GQ
students. Through implementing critically analysing “Andy Warhol’s, Small Acetate (Self-
Portrait in Drag), (1980); from the Pop culture movement; students can experiment with
artwork interpretation and developing social and emotional vocabulary and literacy with
direction from the teacher (Resilience Programs and Planning, Mind Matters. Beyond Blue,
2014). This will subsequently help LGBTQ students build resilience within a safe learning
environment. As adolescence are already exercising period of stress and storm it is important
for teachers to scaffold differentiation between learning pedagogy tailoring their practices
across the entire class. Subsequently the student- teacher and student-student relationship
Ullman (2014) recommended will foster and flourish throughout LGBQT schooling years;
Teachers can direct students using the quality teaching method and creating a positive narrative
in which they are comment and discuss in a safe informed environment away from
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discrimination. As subject of visual arts is a creative, expressive outlet for students and they
are within their right to express themselves within the school climate as the standards outlined
in dimension 7.1 (ATSIL, 2017). Visual arts teachers can provide the opportunity for students
to use the syllabus to explore the artists LGBTQ lifestyle. Suggested questions are included to
guide the teacher in (Appendix 2); students can apply their findings and the methods to their
mini-series, applying the quality teaching method self-regulating their classroom behaviour
The previous activity (Appendix 1) did not entail the appropriate material to encompass the
LGBTQ discourse with in a learning environment effectively. Even though it was a useful
activity, adding a different artist forces the curriculum to be unsilenced and students have a
platform to receive a more equitable learning opportunities and advantages. Furthermore, this
activity has been chosen to ensure there is open inclusive safe dialogue directed and guided by
the teacher but with more connectedness to the student’s interests remaining within the
Ullman (2014) strengthening student- student and teacher- student relationships for a sense of
belonging and gay-straight alliances to remedy and build resilience while activating the
engagement of LGBQT students within the learning environment will have a better chance via
this critical analysis activity. (Resilience Programs and Planning, Mind Matters. Beyond Blue,
2014).
Conclusion
The wellbeing of students increases academic success and assist students in increasing
successful life chances after schooling. According to Hagenauer, Hascher (2010) and Ullman,
(2014) research indicates that motivation and emotional positivity decrease, while active risk
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(2015) teachers need to be able to understand how to support children in order to express
Teachers are in fact, the architects of the classroom and equitable pedagogical practice,
inclusive curriculum and genuine support for LGBTQ and GQ students (Mitton-Kukner,
References:
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School Factors, and the Safety of Sexual Minority Adolescents.” Psychology in the
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Kosciw, J., N. Palmer, R. Kull, and E. Greytak. 2013. “The Effect of Negative School
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Australian Professional Standards for Teachers. (2017). [pdf] Sydney, NSW: NSW Education
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Gerges, B. (2017). Stage 6: lesson plan; critical analysis activity [Lesson plan]. Visual arts.
School of Education, Western Sydney University, Penrith, Australia
Designing, Teaching and Learning (2017). Stage 6: lesson plan; critical analysis activity [Lesson
plan]. Visual arts. School of Education, Western Sydney University, Penrith, Australia
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Appendix 1 - Designing, Teaching and Learning (2017). Stage 6: lesson plan; critical analysis
activity [Lesson plan]. Visual arts. School of Education, Western Sydney University, Penrith,
Australia
Appendix 2 - Gerges, B. (2017). Stage 6: lesson plan; critical analysis activity [Lesson
plan]. Visual arts. School of Education, Western Sydney University, Penrith, Australia
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