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Preliminary Scoping Study (Parents in NSW)

Prior to undertaking the national study, the researchers undertook a smaller qualitative scoping study with parent focus groups across urban, regional and rural areas of New South Wales (NSW). The following lists the published findings from this work.

Publications:

  
 

Ullman, J., & Ferfolja, T. (2021, in press). Gender and Sexuality Diversity-Inclusion and the “Spectre of Fear'' in Teacher Education: A New Materialist Framing.  In N.Rodriguez (Ed.), Teaching LGBTQ+ Studies in Education: Theoretical Perspectives. New York: Palgrave Macmillan.

Schools as Q Transformative Spaces Ferfolja, T., & Ullman, J. (2020). Parent Perceptions of GSD-related Content Inclusions in School Education: Voices from Australia. In H. Sauntson & J. Kjaran (Eds.), Schools as Queer Transformative Spaces: Global Narratives on Genders and Sexualities in Schools. London: Routledge.
GenderandSexuality Ullman, J., & Ferfolja, T. (eds). (2018). Gender and Sexuality in Education and Health. London: Routledge.
ProgrressiveMothersSpeakout Ferfolja, T., & Ullman, J. (2017). Gender and Sexuality Diversity and Schooling: Progressive Mothers Speak Out. Sex Education, 17(3), 348-362. DOI: 10.1080/14681811.2017.1285761
VoicesAdvocating Ferfolja, T., & Ullman, J. (2017). Gender and Sexuality in Education and Health: Voices Advocating for Equity and Social Justice. Sex Education, 17(3), 235-241.  DOI:  10.1080/14681811.2017.1306379
ReimaginingSustainability Ferfolja, T., & Ullman, J. (2017). Exploring ‘Thing-Power’ and the ‘Spectre of Fear’ on Schooling Subjectivities: A Critical Posthuman Analysis of LGBT Silencing. In K. Malone, S. Truong & T. Gray (Eds.), Reimagining Sustainability Education in Precarious Times. Singapore: Springer.
elephant Ullman, J.,  & Ferfolja, T. (2016). The Elephant in the (Class)room: Parental Perceptions of LGBTQ-inclusivity in K-12 Educational Contexts. Australian Journal of Teacher Education, 41(10), 15-29. DOI: 10.14221/ajte.2016v41n10.2
     

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