Download Free Queer Trans And Intersectional Theory In Educational Practice Book in PDF and EPUB Free Download. You can read online Queer Trans And Intersectional Theory In Educational Practice and write the review.

Offering an examination of educational approaches to promote justice, this volume demonstrates the necessity for keeping race, ethnicity, class, language, and other diversities at the core of pedagogical strategies and theories that address queer, trans, gender nonbinary and related issues. Queer theory, trans theory, and intersectional theory have all sought to describe, create, and foster a sense of complex subjectivity and community, insisting on relationality and complexity as concepts and communities shift and change. Each theory has addressed exclusions from dominant practices and encouraged a sense of connection across struggles. This collection brings these crucial theories together to inform pedagogies across a wide array of contexts of formal education and community-based educational settings. Seeking to push at the edges of how we teach and learn across subjectivities and communities, authors in this volume show that theories inform practice and practice informs theory—but this takes careful attention, reflexivity, and commitment. This scholarly text will be of great interest to graduate and postgraduate students, academics, teachers, libraries and policy makers in the field of Gender and Sexuality in Education, LGBTQ studies, Multicultural Education and Sociology of Education.
Offering an examination of educational approaches to promote justice, this volume demonstrates the necessity for keeping race, ethnicity, class, language, and other diversities at the core of pedagogical strategies and theories that address queer, trans, gender nonbinary and related issues. Queer theory, trans theory, and intersectional theory have all sought to describe, create, and foster a sense of complex subjectivity and community, insisting on relationality and complexity as concepts and communities shift and change. Each theory has addressed exclusions from dominant practices and encouraged a sense of connection across struggles. This collection brings these crucial theories together to inform pedagogies across a wide array of contexts of formal education and community-based educational settings. Seeking to push at the edges of how we teach and learn across subjectivities and communities, authors in this volume show that theories inform practice and practice informs theory--but this takes careful attention, reflexivity, and commitment. This scholarly text will be of great interest to graduate and postgraduate students, academics, teachers, libraries and policy makers in the field of Gender and Sexuality in Education, LGBTQ studies, Multicultural Education and Sociology of Education.
The first comprehensive presentation of an explicitly transgender theory. This theory goes beyond feminist and queer theory by incorporating the idea of fluid embodiment and lived experience in conceptualizing gender and sexual identity. Beyond developing a formulation of transgender theory that incorporates the socially constructed, embodied, and self-constructed aspects of identity in the narrative of lived experiences, the authors discuss the implications of this “trans-identity theory” for theory, research, and practice.
Growing out of a series of discussions and gatherings over the course of more than two years, Bridging the Rainbow Gap is a collection of chapters and response essays that take up key tensions, gaps, and possibilities in queer and trans scholarship in education. Working across K-12, higher education, and other education disciplines, the authors in the volume take up themes of identity development, ethnography, young adult literature, queer joy, queer potentiality, ideology, emerging issues in trans studies, whiteness in queer studies, and futures in queer and trans studies. Collectively, the book serves as an invitation into generative conversations about what queer and trans studies are, what they can be, and what they might do in education.
This book invites readers to explore the critical interruptions occasioned by queer pedagogies. Building on earlier scholarly work in this area, as well as pedagogical production arising out of queer activism, the chapters in this volume examine a broad range of themes as they collectively grapple with the meaning and practice of queer pedagogy across different contexts. In this way, Queer Pedagogies provides a glance at new ways of thinking about and acting on contemporary educational topics and debates situated at the intersection of queer studies and education. In taking up the concept of queer pedagogy, the volume provides ample opportunities for scholars, educators, activists, and other cultural workers to critically engage with ongoing questions of theory, praxis, and politics.
Choice Award 2022: Outstanding Academic Title Queer studies is an extensive field that spans a range of disciplines. This volume focuses on education and educational research and examines and expounds upon queer studies particular to education fields. It works to examine concepts, theories, and methods related to queer studies across PK-12, higher education, adult education, and informal learning. The volume takes an intentionally intersectional approach, with particular attention to the intersections of white supremacist cisheteropatriachy. It includes well-established concepts with accessible and entry-level explanations, as well as emerging and cutting-edge concepts in the field. It is designed to be used by those new to queer studies as well as those with established expertise in the field.
This edited book examines how sexuality and sexual identity intersect and interact with other identities and subjectivities – including but not limited to race, religion, gender, social class, ableness, and immigrant or refugee status – to form reinforcing webs of privilege and oppression that can have significant implications for language teaching and learning processes. The authors explore how these intersections may influence the teaching of different languages and how pedagogies can be devised to increase equitable access to language learning spaces. They seek to open the conversation on intersectional issues as they relate to sexuality and language teaching and learning, and provide a conversational space where readers can engage with the notion of intersectionality. This book will be of interest to students and scholars of applied linguistics and language education, gender and LGBTQ+ studies, and sociolinguistics, outlining possible future directions for intersectional research.
A vital inquiry into trans issues in education, this compelling work argues for the design of education research, policies, and environments that honor all gender experiences and identities. Edited by two prominent figures in trans studies, Mario I. Suárez and Melinda M. Mangin, Trans Studies in K–12 Education brings together scholars and professionals representing a range of academic traditions, research methodologies, and career backgrounds to explore why and how schools should affirm gender diversity and challenge gender-based inequities. The collection offers a comprehensive examination of how gender is manifested in the educational context. Gathering a wealth of evidence, the book’s contributors expose the prevailing norm of gendered environments, which are entrenched in the very design and execution of educational research. The collection also lays out a critical overview of US laws and policies related to gender equity, gender identity, and gender expression and how these frameworks impact educational environments. These findings draw attention to deficit-oriented, pathologizing ideologies that surround nonconforming gender identities and the detrimental, often traumatizing effects on transgender students and educators. Throughout, the contributors recommend methods for establishing gender-affirming research, policy, and practice. They outline the sociopolitical and legal pathways that trans and nonbinary students and school employees may use to secure education and workplace rights. They discuss the positive gains made by professional development for teachers, LGBTQ+ advocacy, and community programs that successfully support transgender and gender-nonconforming individuals. Ultimately, the volume highlights the promise of creating K–12 education spaces that are liberating rather than constraining.
Winner of the 2018 Outstanding Book by the Michigan Council Teachers of English Choice magazine as an Outstanding Academic Title for 2018 Winner of the 2017 AERA Division K (Teaching and Teacher Education) Exemplary Research Award This book draws upon a queer literacy framework to map out examples for teaching literacy across pre-K-12 schooling. To date, there are no comprehensive Pre-K-12 texts for literacy teacher educators and theorists to use to show successful models of how practicing classroom teachers affirm differential (a)gender bodied realities across curriculum and schooling practices. This book aims to highlight how these enactments can be made readily conscious to teachers as a reminder that gender normativity has established violent and unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, transgender, intersex, (a)gender/(a)sexual, gender creative, and questioning youth.
This timely volume examines the ways in which queer and trans theory are supported by recent findings from psychological science. In it, Ella Ben Hagai and Eileen Zurbriggen explore foundational ideas from queer thought and transgender theory including the instability of gender, variation in sexualities, intersectional theory, and trans writers’ rejection of the “born in the wrong body” narrative. These key ideas are juxtaposed with innovative empirical psychological research on the fluidity of gender, the proliferation of sexual identities, and transgender affirming medical and psychological care. This book explains the history and politics of key ideas shaping the study of the psychology of gender and sexuality today. It also describes the ways that the queer and trans* revolutions have changed how psychologists understand gender, sexuality, and transgender identities. It will be especially helpful for readers interested in interdisciplinary scholarship.