(Ne)razotkrivanje seksualnoga i rodnoga identiteta u školskome okruženju: iskustva LGBT+ nastavnika

master's thesis

• Title (english): (Non)disclosure of sexual and gender identity in the school environment: experiences of LGBT+ teachers
• Author: Marko Užarević
• Mentor: Barbara Kušević (mentor)
• Committee member: Ana Širanović (predsjednik povjerenstva)
• Committee member: Marija Bartulović (član povjerenstva)
• Committee member: Barbara Kušević (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Pedagogy); Zagreb
• Defense date and country: 2024-09-10, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; School Pedagogy

Abstract

Ovaj rad istražuje kako LGBT+ nastavnici upravljaju svojim seksualnim i rodnim identitetima u školskom okruženju. Poseban naglasak stavljen je na kontekstualne odrednice (ne)razotkrivanja seksualnih i rodnih identiteta zajedno s izazovima i učincima s kojim se LGBT+ nastavnici suočavaju. Metodologija istraživanja uključuje sustavni pregled literature kako bi se opisale i klasificirale kontekstualne odrednice (ne)razotkrivanja, identificirali izazovi koji prate proces (ne)razotkrivanja identiteta te opisali učinci (ne)razotkrivanja seksualnog i rodnog identiteta na njihovo blagostanje. Tematskom sintezom analizirano je 20 istraživanja koja su provedena u Australiji, Novom Zelandu, Irskoj, Ujedinjenom Kraljevstvu, Sjedinjenim Američkim Državama i Turskoj. Tematskom sintezom utvrđene su kontekstualne odrednice (ne)razotkrivanja koje uključuju: (ne)razotkrivanje prema opsegu, načinu, inicijatorima, učestalosti, razinama planiranosti i obrambenim mehanizmima. Navedene odrednice nastavnici koriste kako bi se zaštitili od nepoželjnih reakcija na njihovo (ne)razotkrivanje. Identificirane kontekstualne odrednice su suptilne i snažno su pod utjecajem percipirane sigurnosti i kulturne klime škole. Izazovi koji su utvrđeni uključuju emocionalne poteškoće, profesionalne rizike te institucionalne i administrativne izazove. Nadalje, identificirani su pozitivni i negativni učinci (ne)razotkrivanja. Ovaj rad doprinosi boljem razumijevanju načina na koji LGBT+ nastavnici upravljaju svojim identitetima unutar škola te s kojim se izazovima suočavaju u tom procesu.

Abstract (english)

This paper explores how LGBT+ teachers manage their sexual and gender identities in the school environment. Special emphasis is placed on the contextual determinants of (non)disclosure of sexual and gender identities along with the challenges and effects faced by LGBT+ teachers. The research methodology includes a systematic literature review to describe and classify the contextual determinants of (non)disclosure, identify the challenges accompanying the (non)disclosure process, and describe the effects of (non)disclosure of sexual and gender identity on their well-being. Using thematic synthesis, 20 studies conducted in Australia, New Zealand, Ireland, the United Kingdom, the United States, and Turkey were analyzed. The thematic synthesis identified contextual determinants of (non)disclosure, including the scope, manner, initiators, frequency, levels of planning, and defensive mechanisms of (non)disclosure. These determinants are used by teachers to protect themselves from undesirable reactions to their (non)disclosure. The identified contextual determinants are subtle and strongly influenced by the perceived safety and cultural climate of the school. The challenges identified include emotional difficulties, professional risks, institutional and administrative challenges. Furthermore, both positive and negative effects of (non)disclosure were identified. This paper contributes to a better understanding of how LGBT+ teachers manage their identities within schools and the challenges they face in this process.

• Keywords: LGBT+ inkluzivnost; profesionalni identitet nastavnika; sustavni pregled literature
• Keywords (english): LGBT+ inclusivity; professional teacher identity; systematic literature review
• Language: croatian
• URN:NBN: urn:nbn:hr:131:266886
• Study programme: Title: Pedagogy (double major); Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2024-09-14 18:08:28