ABSTRACT
This first chapter introduces this book on LGBTQ+ parents and schools, using parent reflections showing the dearth of information and misinformation on LGBTQ+ parents shaping their reception in education thinking and contexts. This chapter describes how news media and popular culture can be influential points of reference and education on LGBTQ+ parents for many education stakeholders; yet they only offer limited, flawed and problematic portrayals of an under-researched minority group. It argues that international policies and laws differ in their protections or punishments of LGBTQ+ individuals, couples and parents. Australian laws and education policies also differ depending on state and sector in explicit mention and treatment of LGBTQ+ parents and family structures. This chapter asserts that despite significant debate internationally on ‘if and how’ LGBTQ+ parents should be included in school systems, little research has been done on ‘if and how’ LGBTQ+ parents would like to be included. It argues that ‘good’ education policies’ development processes should consider reviews of previous research to identify challenges and unmet needs for LGBTQ+ parents, including the opinions of the minority groups they serve. It explains how the book aims to support such provisions by foregrounding LGBTQ+ parent research and voices, and concludes with remaining chapter outlines.
