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Table of Contents
Acknowledgments; Glossary; Symbols and Abbreviations; Contents; Chapter 1: Why Is Policy Presumed Powerful?; 1.1 Introduction; 1.2 Why a Policy Book?; 1.2.1 A Policy Push; 1.2.2 Presuppositions Around Policy℗þs Power; 1.3 What This Book Covers; 1.3.1 How the `GLBTIQ℗þ Acronym Is Used; 1.3.2 How `Sexuality℗þ and `Sexuality Education℗þ Are Used; 1.3.3 Why Secondary Schooling?; 1.4 What Is Policy, Anyway?; 1.4.1 Policy and Power; 1.4.2 Policy as Discursive; 1.4.3 Discourse and Power; Conclusion; References; Chapter 2: GLBTIQ Students; What℗þs the Problem?; 2.1 Introduction
2.1.1 Research on GLBTIQ Students2.1.2 Research Gaps; 2.2 `GLBTIQ Student℗þ Constructions Are Discursive; 2.3 Discourse Exemplars; 2.4 Orientation-Based Sexuality Education Discourse Exemplar; 2.4.1 Conservative; GLBTIQs as Degenerate Threat: Invisible, Impossible, Iniquity; 2.4.2 Liberal; GLBTIQs as `Other℗þ: Controversial, Rare, at Risk; 2.4.3 Critical; GLBTIQs as Marginalised Minority: Possible, Political, Protected; 2.4.4 Post-modern; GLBTIQs/all People as Sexually Diverse: Indefinite, Intersecting, Interesting; Conclusion; References; Chapter 3: Studying Policy Impacts; 3.1 Introduction
3.2 Methodology: Critical Discourse Analysis3.2.1 Adaptation of CDA; 3.2.2 Post-modern Approach to Description Stage; 3.2.3 Both Core and Innovative Techniques; 3.3 Research Procedures; 3.3.1 Data Sources and Collection Methods; 3.3.2 Source One: Policies
Textual Analysis; 3.3.3 Source Two: Key Informant Interviews; 3.3.4 Source Three: Survey Data
Quantitative and Qualitative Analysis; 3.4 Data Analysis; 3.4.1 Leximancer Analysis of Policy Documents; 3.4.2 Fairclough℗þs 10 CDA Questions; 3.4.3 Visual CDA Techniques; 3.4.4 Fairclough℗þs Analysis of Discursive Practices
3.5 Ethical ConsiderationsConclusion; References; Chapter 4: How Do Australian Policies Treat GLBTIQ Students?; 4.1 Introduction; 4.2 Mapping the Policy Terrain
Overview of the Corpus; 4.2.1 National Policies: Inclusion in Principle; 4.2.2 The Policy States of the Nation; States with Direct Education Policy Focused on Explicit Protection; NSW: Anti-discrimination in Policy, Comprehensive in Practice; Victoria: Active Support vs. Active Silencing; DEECD Policy; CEOM Policy; States with Only Indirect Education Policy; QLD: Issues Implementing Inclusion
States with No Relevant Education Policy4.2.3 Conclusions About Policy Discourses; 4.3 Constructions of GLBTIQ Students in Key Policies; 4.3.1 National: Part of the General Diversity; 4.3.2 NSW: Protected Victims, Potential Complainants; 4.3.3 QLD: Interpretively Included, or Not Needy Enough; 4.3.4 Victoria: DEECD: Protected Needy `At Risk℗þ Victims; CEOM: Romantic Children and Corrupted Unspeakables; 4.3.5 Conclusions About How Constructions Function; Conclusion; References; Chapter 5: Which Policies Are Useful?; 5.1 Introduction; 5.2 Australian GLBTIQ Students
2.1.1 Research on GLBTIQ Students2.1.2 Research Gaps; 2.2 `GLBTIQ Student℗þ Constructions Are Discursive; 2.3 Discourse Exemplars; 2.4 Orientation-Based Sexuality Education Discourse Exemplar; 2.4.1 Conservative; GLBTIQs as Degenerate Threat: Invisible, Impossible, Iniquity; 2.4.2 Liberal; GLBTIQs as `Other℗þ: Controversial, Rare, at Risk; 2.4.3 Critical; GLBTIQs as Marginalised Minority: Possible, Political, Protected; 2.4.4 Post-modern; GLBTIQs/all People as Sexually Diverse: Indefinite, Intersecting, Interesting; Conclusion; References; Chapter 3: Studying Policy Impacts; 3.1 Introduction
3.2 Methodology: Critical Discourse Analysis3.2.1 Adaptation of CDA; 3.2.2 Post-modern Approach to Description Stage; 3.2.3 Both Core and Innovative Techniques; 3.3 Research Procedures; 3.3.1 Data Sources and Collection Methods; 3.3.2 Source One: Policies
Textual Analysis; 3.3.3 Source Two: Key Informant Interviews; 3.3.4 Source Three: Survey Data
Quantitative and Qualitative Analysis; 3.4 Data Analysis; 3.4.1 Leximancer Analysis of Policy Documents; 3.4.2 Fairclough℗þs 10 CDA Questions; 3.4.3 Visual CDA Techniques; 3.4.4 Fairclough℗þs Analysis of Discursive Practices
3.5 Ethical ConsiderationsConclusion; References; Chapter 4: How Do Australian Policies Treat GLBTIQ Students?; 4.1 Introduction; 4.2 Mapping the Policy Terrain
Overview of the Corpus; 4.2.1 National Policies: Inclusion in Principle; 4.2.2 The Policy States of the Nation; States with Direct Education Policy Focused on Explicit Protection; NSW: Anti-discrimination in Policy, Comprehensive in Practice; Victoria: Active Support vs. Active Silencing; DEECD Policy; CEOM Policy; States with Only Indirect Education Policy; QLD: Issues Implementing Inclusion
States with No Relevant Education Policy4.2.3 Conclusions About Policy Discourses; 4.3 Constructions of GLBTIQ Students in Key Policies; 4.3.1 National: Part of the General Diversity; 4.3.2 NSW: Protected Victims, Potential Complainants; 4.3.3 QLD: Interpretively Included, or Not Needy Enough; 4.3.4 Victoria: DEECD: Protected Needy `At Risk℗þ Victims; CEOM: Romantic Children and Corrupted Unspeakables; 4.3.5 Conclusions About How Constructions Function; Conclusion; References; Chapter 5: Which Policies Are Useful?; 5.1 Introduction; 5.2 Australian GLBTIQ Students