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1دورية أكاديمية
المؤلفون: Pullen Sansfaçon, Annie (ORCID
0000-0003-2286-8997 ), Medico, Denise, Riggs, Damien, Carlile, Anna (ORCID0000-0002-1785-8826 ), Suerich-Gulick, Frankالمصدر: Journal of LGBT Youth. 2023 20(1):55-73.
تمت مراجعته من قبل الزملاء: Y
مستخلص: Trans and non-binary youth (TNBY) face high levels of interpersonal and social adversity as well as disproportionate rates of mental health issues such as depression, self-harm and suicidal ideation. Among protective factors, context plays a key role. In addition to parental support, access to gender-affirming medical care begins to emerge as crucial for young people needed them. This paper compares, through thematic analysis, the experiences of TNBY with regard to access and experiences to care in Canada, Switzerland, England, and Australia. It identifies similarities and differences in barriers to access to care, as well as impacts of gender affirming care on young people and their well-being. The article concludes with a discussion on the importance of prompt and easier access to gender-affirming medical care, of training of professionals, and a hypothesis about the role of context in TNBY well-being.
Abstractor: As Provided
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2دورية أكاديمية
المؤلفون: Horton, Cal, Carlile, Anna
المصدر: Teachers College Record. Aug 2022 124(8):168-191.
تمت مراجعته من قبل الزملاء: Y
مستخلص: Background/Context: Throughout the past decade increasing numbers of trans children are being supported in childhood, with schools in countries across the world tasked with educating a generation of (known) trans pupils. Schools can adopt diverse approaches to inclusion or exclusion of trans pupils, with consequences for trans children's well-being and safety at school. The literature includes extensive critique of the limitations of common approaches to trans inclusion, highlighting negative impacts on trans pupils. Purpose: This article aims to reframe and bring nuance to conversations on trans inclusion in education, drawing on primary research in the UK to make explicit different approaches to trans inclusion, their ideological underpinnings, and their implications for how trans children are welcomed in our schools. Setting: The research took place in the UK, with interviews conducted at a time of escalation of anti-trans discourse in UK courts and media. Population: This article draws on data from two qualitative research projects focusing on the experiences of trans and nonbinary children and their parents in the UK: one focusing on trans children aged 3-12 years, and the other on trans young people aged 12-18 years. Research Design: Semi-structured interviews explored trans children's experiences in education in the UK, with a focus on trans-inclusive approaches to school culture, restrooms, and team sports. Data were analyzed against the trans inclusion staged model (TISM), a framework for distinguishing between different approaches to trans inclusion. Findings: Within the TISM we differentiate between trans-oppressive, trans-assimilationist, trans-accommodative, and trans-emancipatory approaches to educational inclusion. Interviews highlighted the harms and injustices in nonemancipatory approaches, revealing the role of cis supremacy in forcing trans pupils into positions of vulnerability. Conclusion/Recommendations: The TISM emphasizes the structural and systemic nature of trans oppression, illuminating the power imbalances embedded in nonemancipatory approaches, and acknowledging the need for fundamental reform. We recommend analysis and recognition of school practices that are tran-soppressive, trans-assimilationist, trans-accommodative, or trans-emancipatory. We call for increased recognition of cis supremacy within education and commitment to emancipatory approaches to trans inclusion, enabling progress toward equity and gender justice in our schools.
Abstractor: As Provided
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3دورية أكاديمية
المؤلفون: Paechter, Carrie (ORCID
0000-0003-3050-5571 ), Toft, Alex (ORCID0000-0003-3734-2242 ), Carlile, Anna (ORCID0000-0002-1785-8826 )المصدر: Pedagogy, Culture and Society. 2021 29(5):695-713.
تمت مراجعته من قبل الزملاء: Y
مستخلص: While research is increasing into binary trans identities in educational settings, young people identifying as non-binary have been little studied. We explore the school experiences of eight non-binary teenagers aged 13-18. Our findings suggest that both the implicit and explicit curriculum are strongly binary, making it hard for non-binary young people to come out at school. Respondents had needed to educate themselves about gender identity and specifically about the possibility of non-binary identities, with little, if any, support from their schools. As non-binary identities were invisible at school, some did not feel safe there, and they came under pressure from both transphobic bullying and binary expectations of behaviour and self-presentation. Consequently, some respondents feared accessing any available provision for non-binary people, in case it outed them. Institutions should work harder to educate staff about non-binary identities, and non-binary young people should be involved in designing inclusive initiatives.
Abstractor: As Provided
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4دورية أكاديمية
المؤلفون: Carlile, Anna
المصدر: Pedagogy, Culture and Society. 2020 28(4):625-644.
تمت مراجعته من قبل الزملاء: Y
مستخلص: This article reports on the experiences of teachers delivering an LGBTQ [lesbian, gay, bisexual, transgender and queer]-inclusive education programme in four English primary schools serving faith communities. These teachers tended to start the work from an anti-bullying standpoint, finding that whilst they might need to strategically begin at this potentially pathologising starting place, they could later develop the programme to embed LGBTQ-inclusive input across the curriculum. Legislative and policy frameworks gave teachers the courage to deliver the materials, particularly the Equality Act 2010. Lead teachers found a range of ways to work with colleagues, with some drawing on their religious commitment to embrace the work. The children's openminded responses encouraged their teachers, and over time the schools were able to conduct LGBTQ-focussed community celebrations with parents from the faith communities they served. That these approaches offer a range of starting points to support LGBTQ-inclusive education in schools serving faith communities.
Abstractor: As Provided
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5كتاب
المؤلفون: Barras, Abby, Carlile, Anna
المصدر: Barras , A & Carlile , A 2022 , Understanding the impact of Bell v Tavistock . Mermaids .
الوصف: Two years on from the Bell v Tavistock judgement, Mermaids has produced a short report reflecting on its impact for trans young people and their families.
وصف الملف: application/pdf
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6رسالة جامعية
المؤلفون: Carlile, Anna
مصطلحات موضوعية: 370.15
الوصف: This thesis deals with the administration of permanent exclusion from school within an urban children's services department. It focuses on two areas: what contributes to instances of permanent exclusion from school, and what the effects are of its existence as a disciplinary option. I suspected that the existence of permanent exclusion from school might limit the realm of the possible, and I was particularly interested in how and why local government officers made particular decisions about children and young people. In other words, I wondered whether professionals might be negatively affected by the fact that at some point they would have the option of excluding a young person rather than either continuing to try to help them or to attempt to change the institution's approach to educating them. Rather than focussing on what children and young people 'did' behaviourally to 'get excluded', the thesis adopts a Foucauldian analysis to concentrate on their place within a larger 'policy community' which includes professionals and policy makers. The research was undertaken through an ethnographic methodology conducted within my place of work as a pupil support officer, and the fieldwork itself lasted two years. Because I was participant-observing within a group of local authority staff, and was interested in local government decision-making, I have largely framed my approach as an exercise in `studying up' on powerful organisations. So in order to support an informed approach to ameliorating social inequity, the thesis looks at the ways in which powerful institutions work. This has implications for the `voices' of the young people subject to or at the risk of permanent exclusion from school both in school and in the research. My findings suggest a broad, deep and opaque seam of institutional prejudice in a range of areas. They point towards the idea that instances of permanent exclusion from school are partially caused or exacerbated by institutional prejudice. Permanent exclusion from school can also be seen to intensify the effects of institutional prejudice.
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7دورية أكاديمية
المؤلفون: Carlile, Anna
المصدر: International Journal on School Disaffection. 2009 6(2):30-36.
تمت مراجعته من قبل الزملاء: Y
مستخلص: This paper is concerned with findings about gender which form part of a larger ethnographic study. The study was undertaken during the author's employment as a local authority (school district) Pupil Support Officer, where the author's work involved the support of young people who had been permanently excluded (expelled) from school for a variety of reasons, including sexual assault, violence against their peers or teachers, and what was known as "persistent disruptive behaviour". It focused on the effects of instances of actual or threatened permanent exclusion from secondary school on pupils, families and professionals in an urban local authority: "Enway". This paper focuses on the effects that professionals' assumptions about gender-identity and sexuality can have on effective support planning for young people at risk of or subject to permanent exclusion; and the lived experience of these young people with regard to their gender-identity and sexuality, with particular regard to how this can contribute towards exclusion. The author begins with a story about Nama, a young woman of Iraqi Kurdish heritage, who had been excluded for aggressive language and behaviour. Nama's story introduces some of the complex gendered issues experienced by students at risk of or subject to a permanent exclusion and how these interact with issues of class and ethnicity. The author also briefly discusses the connection between habitus (Bourdieu, 1977), embodiment and the "extended body" as a theoretical background to a discussion of sexuality, gender and identity, through three cases of "compulsory heterosexuality". The conclusion clarifies some of the links between gender normativity and instances of threatened or actual permanent exclusion. (Contains 8 notes.)
Abstractor: ERIC
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8دورية أكاديمية
المؤلفون: Paechter, Carrie, Toft, Alex, Carlile, Anna
المصدر: Accepted Version
الوصف: While there is an increasing amount of research into binary trans identities in the school context, young people identifying as non-binary have been relatively little studied. In this paper we explore the school experiences of eight non-binary teenagers aged 13-18. Our findings suggest that both the implicit and explicit curriculum are strongly binary, making it hard for young people who do not identify within the gender binary to come out at school. It was clear that our respondents had needed to educate themselves about gender identity and specifically about the possibility of non-binary identities, with little, if any, support from their schools. They were also more likely to be out to friends than to teachers or family members, with friends, both online and offline, being a crucial source of support. As non-binary identities were invisible at school, some of them did not feel safe there, and they came under pressure not only from transphobic bullying but from binary expectations of behaviour and self-presentation. Because of this, some of our respondents were fearful of accessing any provision for non-binary people that was available, in case it outed them to others. Respondents were particularly scathing about the lack of formal education about non-binary identities in their schools and colleges. We conclude that institutions should work much harder to educate staff about non-binary identities in order to better to support these students, and that non-binary young people should be involved in the design of any initiatives to include them.
وصف الملف: text
العلاقة: https://research.gold.ac.uk/id/eprint/29747/3/Paechter%20et%20al%20%282021%29%20Non-binary%20young%20people%20and%20schools_AAM.pdfTest; Paechter, Carrie; Toft, Alex and Carlile, Anna . 2021. Non-binary young people and schools: pedagogical insights from a small-scale interview study. Pedagogy, Culture & Society, 29(5), pp. 695-713. ISSN 1468-1366 [Article]
الإتاحة: https://research.gold.ac.uk/id/eprint/29747Test/
https://research.gold.ac.uk/id/eprint/29747/3/Paechter%20et%20al%20%282021%29%20Non-binary%20young%20people%20and%20schools_AAM.pdfTest -
9دورية أكاديمية
المؤلفون: Carlile, Anna
المصدر: Human Rights Education Review; Vol. 1 No. 2 (2018); 65-67 ; Human Rights Education Review; Vol 1 Nr. 2 (2018); 65-67 ; 2535-5406
وصف الملف: application/pdf
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10دورية أكاديمية
المؤلفون: Carlile, Anna
المصدر: Pedagogy, Culture and Society. 2012 20(3):393-412.
تمت مراجعته من قبل الزملاء: Y
مستخلص: This article suggests a model for "youth voice" based on a participatory research methodology, "Illuminate". The article reports on research into the capacity for "Illuminate" to amount to "critical bureaucracy". Critical bureaucracy is presented as an approach to governance activities (here, in schools and further education colleges) which is related to "critical pedagogy" in its reflexivity and sensitivity to issues of policy, power and social justice. The article reports on the testing of the Illuminate model through projects at two schools and a further education college: one on the flexible use of time in the curriculum; another on safety in school students' lives; and the third on widening participation in the creative arts. Drawing on Freire, Foucault, and Hart, these projects are analysed according to theories of emancipatory research methods, governance, participation, and critical pedagogy, assessing the Illuminate model's efficacy in terms of a pragmatic approach to critical bureaucracy. The analysis reveals a tension in the adoption of the combination of post-modern theories of governance and an ethic of social justice. (Contains 14 notes.)
Abstractor: As Provided
