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ERIC Number: EJ1140682
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1468-1811
Supporting School Teachers: Primary Teachers' Conceptions of Their Responses to Diverse Sexualities
van Leent, Lisa
Sex Education: Sexuality, Society and Learning, v17 n4 p440-453 2017
Teachers experience a range of situations in the primary school context where students talk about, share ideas and use words and actions that might be described as non-heteronormative in character. This article reports on teachers' experiences of the ways in which they respond to actions and events they see as non-heteronormative. It identifies six different ways in which teachers conceptualise their pedagogical responses to the situations they encounter: (1) being nonchalant, (2) avoiding a response, (3) being uncertain, (4) maintaining home and school boundaries, (5) protecting students' well-being and (6) embracing non-heteronormative sexualities. Teachers' responses to these events are important in that their actions may affect how students interpret and understand the world. Primary school teachers will benefit from support in knowing how to respond appropriately when faced with a scenario or situation that is non-heteronormative in character.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Canada
Grant or Contract Numbers: N/A