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ホーム > 若手研究者育成プロジェクトワーキングペーパー > No.23 セクシュアル・マイノリティを自認する教員の性の多様性をめぐる思想と実践

No.23 セクシュアル・マイノリティを自認する教員の性の多様性をめぐる思想と実践

2018.04.28

 

 

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有間梨絵・植松千喜・石塚悠・志津田萌

 

LGBTQ Teachers’ Thoughts and Practices for Gender and Sexual Diversity

Rie Arima, Kazuki Uematsu, Yu Ishizuka, Moe Shizuta

April, 2018

Abstract

In 2015, the ministry of education in Japan notified schools to support and consider sexual minority students. In this paper, we are to clarify the philosophies of LGBTQ teachers and the characteristics of their practices for gender and sexual diversity.
We pick LGBTQ teachers as participants of our study and conduct a semi-structured interview. The chosen participants are four teachers. Two are from elementary school, and the others are from high school. Their gender and sexual identities include gay and male to female transgender.
We interview the participants and analyze interview scripts along three points of view which we set― (1) their view of schools, (2) their philosophies of practices and their practices for gender and sexual diversity, (3) accepting their role in supporting gender and sexual diversity.
As a result, first, LGBTQ teachers target to all students or outside schools while most teachers target to LBGTQ students inside schools. We show that there are four types of practice (for LGBTQ students/all students, inside/outside school). LGBTQ teachers question the persistent values such as heterosexism and gender binarism. Second, LGBTQ teachers think of LGBTQ as a part of discussion of diversity.