國立虎尾科技大學 |

Toward Transformative Gender Justice : = Listening to Gender Non-Binary Individuals' Experiences of School.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Toward Transformative Gender Justice :/
其他題名:	Listening to Gender Non-Binary Individuals' Experiences of School.
作者:	Lewis, Katherine.
面頁冊數:	1 online resource (268 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Educational administration. -
電子資源:	click for full text (PQDT)
ISBN:	9780355487718

Toward Transformative Gender Justice : = Listening to Gender Non-Binary Individuals' Experiences of School.
Lewis, Katherine.

Toward Transformative Gender Justice :Listening to Gender Non-Binary Individuals' Experiences of School. - 1 online resource (268 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The primary purpose of this study is to investigate and understand gender diverse individuals' retrospective accounts of their experiences of school and to interpret these experiences under the influence of deconstruction. A second purpose is to use these experiences to inform a model of gender-inclusive education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355487718Subjects--Topical Terms:

1148465
Educational administration.
Index Terms--Genre/Form:

554714
Electronic books.

Toward Transformative Gender Justice : = Listening to Gender Non-Binary Individuals' Experiences of School.
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245 1 0 $a Toward Transformative Gender Justice : $b Listening to Gender Non-Binary Individuals' Experiences of School.
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500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: Michael P. O'Malley.
502 $a Thesis (Ph.D.) $c Texas State University - San Marcos $d 2017.
504 $a Includes bibliographical references
520 $a The primary purpose of this study is to investigate and understand gender diverse individuals' retrospective accounts of their experiences of school and to interpret these experiences under the influence of deconstruction. A second purpose is to use these experiences to inform a model of gender-inclusive education.
520 $a In this qualitative study, semi-structured interviewing served as the primary method of inquiry. Eight gender non-binary adult participants were purposefully selected and individually interviewed. The participants were asked to describe their gendered experiences in K-12 schools. The secondary method of inquiry was a focus group interview in which seven participants were asked to offer suggestions for gender-inclusive schooling. Data from individual interviews was analyzed using two methods: open-coding, inductive analysis and a deductive analysis with Derridean deconstruction in mind. Data from focus group interviews was analyzed using open-coding and inductive analysis methods. Emerging themes were then analyzed in light of the literature, theoretical framework, research questions, and selected gender inclusive curricular materials.
520 $a Findings showed that participants felt little sense of belonging and safety in K-12 schools and that working toward gender-inclusive schooling (and Transformative Gender Justice) requires providing continuous educational opportunities (focused on learning about both gender writ large and gender diversity) to all members of a school community.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational administration. $3 1148465
650 4 $a Educational philosophy. $3 1148497
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a Texas State University - San Marcos. $b Counseling, Leadership, Adult Education, and School Psychology. $3 1180150
773 0 $t Dissertation Abstracts International $g 79-02A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10737135 $z click for full text (PQDT)