Abstract
AbstractAffirming affective framings of lesbian, gay, bisexual, transgender and queer (LGBTQ+) experiences are needed in education research. Drawing on the 2021 LGBTQ+ You surveys, this chapter explores experiences of euphoria in Australian education institutions among 2407 LGBTQ+ staff, parents, and students participants and how these changed over time. Staff members and out LGBTQ+ participants were more likely to have euphorias; heterosexuals, parents, and those in religious or rural schools were less likely. Community Connection, Institutional Inclusion, Acceptance and Category Validation euphorias were most common. Change-trends included: (1) expansion of Community Connection euphoria through socialisation, (2) gradual building of Acceptance euphoria, (3) site-specific changes in Institutional Inclusion euphoria, (4) sudden shifts in Category Validation euphoria, and (5) removal or addition of euphoria blockers especially the spectre of parental backlash.
Publisher
Springer International Publishing
Reference49 articles.
1. Jones, T., A student-centred sociology of Australian education: Voices of experience. 2020, Cham: Springer.
2. Apple, M.W., Educating the right way. 2006, New York: Routledge.
3. ABS, Schools. 23.02.22 ed. 2021, Canberra: Australian Bureau of Statistics.
4. Australian Government, Sex Discrimination Act 1984. 2014, Canberra: Australian Government.
5. Ullman, J., T. Ferfolja, and L. Hobby, Parents’ perspectives on the inclusion of gender and sexuality diversity in K-12 schooling. Sex Education, 2022. 22(4): pp. 424–446.