LGBTQ+ Studies in Education : Theoretical Interventions in Curriculum and Pedagogy / edited by Robert C. Mizzi, Nelson M. Rodriguez.

Format:

Book

Contributor:

Mizzi, Robert C., Editor.

Rodriguez, Nelson M., Editor.

Series:

Queer Studies and Education, 2946-2282

Language:

English

Subjects (All):

Teaching.

Education--Curricula.

Education.

Queer theory.

Educational sociology.

Pedagogy.

Curriculum Studies.

Queer Studies.

Sociology of Education.

Local Subjects:

Pedagogy.

Curriculum Studies.

Queer Studies.

Sociology of Education.

Physical Description:

1 online resource (XVII, 199 p. 2 illus., 1 illus. in color.)

Edition:

1st ed. 2025.

Place of Publication:

Cham : Springer Nature Switzerland : Imprint: Palgrave Macmillan, 2025.

Summary:

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. 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.

Contents:

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.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

3-031-85118-8

OCLC:

1519481384