<http://purl.org/dc/terms/description>
"The purpose of this research study was to examine the successes, challenges and actions of\r\nteacher leaders and administrators as they worked to disrupt heteronormativity. Our goal was to become\r\nmore aware of how administrators and teacher leaders can create positive and equitable school\r\nexperiences for all, irrespective of sexuality and gender identity. Specifically, the proposed research\r\nsought to answer the following questions: How is educational leadership discussed in literature with\r\nregards to the disruption of heteronormativity in schools? In what ways have recently retired educators\r\nled to disrupt heteronormativity in public schools? What factors contributed to the success/breakdown of\r\nthese intended disruptions? What recommendations can be made to administrators and teacher leaders to\r\nhelp them disrupt heteronormativity in their schools?\r\nThis study also sought to make recommendations to educators based on the findings from\r\ninterviewees. Five interviews were conducted with teacher leaders and administrators who had recently\r\nretired from the profession. The researchers analyzed interview transcriptions for emergent themes and\r\nfor themes prevalent in literature, such as fear and silence, policing of administrators, policing of\r\nheteronormativity by administrators, and opportunities for heteronormative disruptions. The study found\r\nthat fear and silence on LGBTQ issues in schools remain prevalent in British Columbia. This study also\r\ndocuments strategies administrators and teacher leaders can use to break the silence on LBGTQ issues\r\nand lead for systemic change. A complete list of recommendations for educators to build more accepting\r\nschools for LGBTQ students, staff and families is included at the end of the paper."@en
<https://open.library.ubc.ca/cIRcle/collections/42591/items/1.0055409>