‘Bullying is bullying, if they want to say it's because of being LGBT that's another story’: Perceptions of educators on LGBTQ+bullying
The identification and response of teachers and other educational agents to LGBTQ + bullying is essential to prevent and eradicate it. The present study explored the perception of these agents regarding LGBTQ + bullying in their schools. A qualitative approach based on 15 semi-structured interviews...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/149842 |
| Acceso en línea: | https://hdl.handle.net/11441/149842 https://doi.org/10.1016/j.tate.2023.104381 |
| Access Level: | acceso abierto |
| Palabra clave: | heteronormativity inclusion LGBTQ+ prevention stigma-based bullying teacher intervention |
| Sumario: | The identification and response of teachers and other educational agents to LGBTQ + bullying is essential to prevent and eradicate it. The present study explored the perception of these agents regarding LGBTQ + bullying in their schools. A qualitative approach based on 15 semi-structured interviews was used. The answers were analyzed using a thematic analysis. The results show an advance in the sensitization regarding sexual and gender diversity in schools. However, they also show an under-identification of LGBTQ + violence, an individualization of this problem -focusing it on the characteristics of the victim-, and a predominance of punitive responses over more inclusive strategies. |
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