Tonya D. Callaghan’s research while affiliated with University of Calgary and other places

... In this way, it is evident that there are mixed LGB experiences in both public and religiously affiliated schools (Ferfolja, 2005;Ferfolja & Hopkins, 2013). A further study investigating homophobia in Catholic schools in Canada and Australia also found that sexuality diverse teachers were more likely to experience job loss, subtle forms of exclusion, silencing, and identity management to maintain employment (Callaghan & van Leent, 2019). Looking more broadly at contemporary experiences of lesbian-identifying teachers in Queensland, Australia could provide further nuanced and recent insights. ...

Reference:

The lived experiences and minority stress of lesbian-identifying teachers in Australia

... Official church documents that specifically provide moral guidelines on the ministry and pastoral care of transgender Catholics and members of the LGBTQI community in the RCC are scarce and vague (Ford 2018;Canales 2018;Herriot and Callaghan 2019). Discussions that deal with the morality of transgender sexuality and gender identity in the Church usually done in passing and part of a larger conversations that are focused on family life, Catholic youth, and the environment (Roy-Steier 2021). ...

Reference:

"Gender Ideology" and the Catholic Morality of Transgender- Enhancing Treatment and Sex Change

... From this distance, glaring gaps are evident in this earlier policy era. These include intersectional understandings of how gender is simultaneously inflected by sexuality, class, race, ethnicity, religion, regionality, Indigeneity and more (Callaghan et al., 2023;Jones, 2015Jones, , 2020Keddie, 2017;Keddie & Mills, 2007;Kenway et al., 2006;Martino & Pallotta Chiarolli, 2003;Rasmussen, 2006;Robinson, 2005). This is not a shopping list of identities but rather indicates how gender is realised through dynamic, lively, affective processes. ...

Reference:

Gender and schooling in Australia

... Much academic literature about the Catholic school GSA controversy frames it as primarily a case of conflict between (Catholic) religious and LGBTQ rights, the identity of Catholic schools and the rationale for their existence, and, more broadly, conflict about the separation between church and state in Canada (Burns, 2016;Callaghan, 2014;Cochrane, 2014;Martino, 2014). This literature, apart from Seitz (2014), largely ignores how nationalism, xenophobia, and the pervasive association of queerness with whiteness and racialization with straightness framed the GSA controversy. ...

Reference:

Representing LGBTQ young people's activism

... For more on the dismissal of homosexual teachers from Catholic schools in the US, seeCallaghan et al. (2021). ...

Reference:

Paramedic Professionalism and Sex Work: Is it Morally Permissible for Paramedics to Also be Sex Workers?

... We argue that fear of gender expression protections may stem from an erroneous conflation of "gender expression" with "gender identity" when these are in fact separate grounds-a conflation that is also endemic within secular Ontario school board policy (see Airton et al., 2019); this doubles as a conflation of gender expression with "transgender," as the latter is unfailingly linked with gender identity human rights. Transgender lives are frequently believed to fall afoul of the dominant Catholic doctrine regarding the immutability of sex (see Herriot & Callaghan, 2018). We suggest, then, that Catholic schools can actually embrace their legal duty to provide a learning environment free from gender expression discrimination without doctrinal conflict and arguably with ample doctrinal support, so that students of all gender expressions can flourish regardless of whether they are or will come to know they are transgender. ...

Reference:

Toby Goes to Catholic School: Gender Expression Human Rights, and Ontario Catholic School Board Policy

... To provide sensitive and appropriate care to 2SLGBTQI+ people who have experienced GBV, specialized, evidenced-based professional education and training programs are essential [54,62]. While many healthcare providers lack the education and/or experience around how sexual orientation and gender intersect with GBV among 2SLGBTQI+ people [63], policymakers and academics alike have called for changes to education and training to improve care [35,64,65]. ...

Reference:

Gender-Based Violence and 2SLGBTQI+ Groups

... QT suggests heteronormativity is embedded in all social structures (Ansara & Hegarty, 2011), routines and circumstances of everyday life (Frohard-Dourlent, 2016), naturalising and privileging heterosexist identity (Lorenzetti, Wells, Logie, & Callaghan, 2017). In school settings it occurs invisibly via constructed traditions, use of facilities, classroom habits, administrative practices, curriculum content, and 'normal, sanctioned' student-teacher, student-student interactions (Preston, 2014). ...

Reference:

Australian psychologists’ understandings in relation to lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) high school students’ experience of bullying, ‘inclusive’ service delivery, and the impact of ‘heteronormativity’

... She noted how most staff were appreciative of the training and planned to adjust their practice moving forward (Taylor et al., 2016), but there was one teacher who dismissed and resisted the content. She also outlined how, as with Catholic education (Callaghan, 2016b), religiosity can also impede GSRM students' right to equitable learning environments in public secular schools. Although, unlike publicly-funded Catholic education, this is more of a personal rather than institutional issue in public secular schools. ...

Reference:

Gay-Straight Alliances and Student Activism in Ontario Public Secular and Catholic High Schools

... Extensive research by Maher et al. demonstrates the connections between religiosity, masculinity, and intolerance in Catholic schools (Maher, 2007;Maher and Sever, 2007;Maher et al., 2008;Maher, 2013). Catholic secondary school staff and administrators' recommendations for promoting a more inclusive LGBTQ+ environment include (1) exposure to diverse perspectives and world views, (2) a "more personal, socially conscious, socially compassionate" learning environment, (3) professional development, (4) and the creation of ally and affinity groups (Maher, 2007;Maher and Sever, 2007;Maher et al., 2008;Maher, 2013;Callaghan, 2016;Huchting and Fisher, 2019;Parodi-Brown, 2019). Studies report that Catholic students are more accepting towards LGBTQ+ individuals when they had more personal experiences with them (Maher, 2007;Maher and Sever, 2007;Maher et al., 2008;Callegher, 2010;Callaghan, 2016;Huchting and Fisher, 2019). ...

Reference:

A needs-assessment survey of the high school LGBTQ+ environment by a health science center interprofessional team