LGBTQ+ Studies in Education

This edited volume utilizes critical perspectives other than/or in addition to LGBTQ+ studies to facilitate knowledge-building on pedagogical and curricular approaches to LGBTQ+ studies within the context and concerns of promoting LGBTQ+ inclusivity across various educational spaces. Chapters include: intersectional analysis, pedagogies of discomfort, critical theory/critical peace education, critical literacy studies, social class theory, public pedagogy studies, critical theory/critical pedagogy, Indigenous/decolonizing studies, critical posthumanist theory, personal narratives as pedagogy, and critical heterosexuality studies, among other perspectives. Through this collection, the editors and their authors demonstrate that other perspectives (in addition to LGBTQ+ studies) can be equally helpful to teaching practices and curricula that advance LGBTQ+ inclusivity and knowledge production.

Infuses a range of critical perspectives to theoretically reflect on pedagogical/curricular approaches to LGBTQ+ Studies Combines LGBTQ studies and lived experiences to equip educators with tools for inclusive teaching Offers pathways to create inclusive schools through historical insights, programs, and queer joy

Autorentext

Robert C. Mizzi is the Canada Research Chair in Queer, Community, and Diversity Education and Professor in the Faculty of Education at the University of Manitoba, Canada.

Nelson M. Rodriguez is Associate Professor of Women's, Gender, and Sexuality Studies at The College of New Jersey, USA, where he serves as Coordinator of the Sexuality and Queer Studies Program.

Inhalt

Chapter 1. Implementing an Interpolative Inquiry through LGBTQ+ Theoretical Interventions in Curriculum and Pedagogy.- Chapter 2. Teaching Intersectionally in Secondary Social Studies and English Language Arts.- Chapter 3. Troubling Genders, Disturbing Sexualities: The Perilous Territory of the Pedagogy of Discomfort for Teaching Non-Normative Sexual and Gender Identities.- Chapter 4. Policy and Practice: Critically Reading and Interpreting Policies to Support LGBTQ+ Curricular-Inclusion in K-12 Classrooms.- Chapter 5. Considerations of Capital and Class in Teaching LGBTQ+ Identity Development in Higher Education.- Chapter 6. LGBTI2SQ+ Representations through Public Pedagogy: Critical Reflections from In-Service Education.- Chapter 7. A Critical Theory Approach to LGBTQ Studies in Quantitative Methods Courses.- Chapter 8. Indigenizing LGBTQ Issues in Education: A Necessary Journey.- Chapter 9. Gender and Sexuality Diversity-Inclusion and the Spectre of Fear in Teacher Education: A New Materialist Framing.- Chapter 10. Critical Literacies in English as a Second Language (ESL) Teaching: Tools for LGBTQ+ Inclusion in Classroom Practices.- Chapter 11. Personal Narratives of Sexual and Gender Diversity.- Chapter 12. Reflections on Pedagogical and Curricular Approaches to LGBTQ+ Studies in the Undergraduate Classroom: Heterosexuality Studies as a Critical Intervention.