性の多様性に向き合う単元をどのように開発・実践したか : 社会科・保健体育科教師が直面した葛藤に注目して

The Challenges of Addressing Sexual Orientation and Gender Identity (SOGI)inclusion in the Japanese classroom

Kawaguchi Hiromi

Oguri Yuki

Murata Ichiro

Shiraishi Ai

Iwata Shotaro

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

While growing social concern about LGBT issues in Japan, School teachers rarely deal with those issues in their classrooms. Teachers must play a vital role as an agent of change to make schools inclusive for everyone. This study examines the narratives of social studies and PE teachers who address Sexual Orientation and gender identity (SOGI)inclusion in their classroom to identify the challenges and strategies used to tackle them in the actual classroom setting. This study reveals four significant barriers, including ‘subject-related barriers’, ‘teacher-related barriers’, ‘school culture-related barriers’ and 'challenges embedded in the practice itself'. The teachers were not only gaining knowledge and skills to overcome these barriers but also unified and engaged with a diverse group of teachers as their peers. Despite a small-scale study, this study can potentially provide useful material for future school and teacher education in Japan.

LGBT

sexual minority

teaching and learning

teacher collaboration

性の多様性

性的マイノリティ

教師のコラボレーション

教科横断

jpn

広島大学大学院人間社会科学研究科

Graduate School of Humanities and Social Sciences, Hiroshima University

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