Despite significant changes in policy and practice, same-sex attracted young people in Australian schools continue to experience high levels of abuse and violence. The majority of schools are at worst openly homophobic and at least neglectful. There is a reluctance by health education teachers to recognise and affirm gender and sexual diversity. This book examines the challenging process teachers go through as they gain the skills needed to be more inclusive in their teaching. In the context of anew professional learning program, the journey of 14 diverse, yet characteristic, health education teachers is documented and analysed. The study concludes that whilst there is a range ofpersonal and structural barriers inhibiting change, teachers were nabled to implement many aspects of their professional learning through supported risk-taking. The findings and analysis will be of itnerst to academics and professionals in health and sexuality education and to those working in health and sexuality education more broadly.
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