Queer, Trans, and Intersectional Theory in Educational Practice

Student, Teacher, and Community Experiences

Cris Mayo, Mollie V. Blackburn (Herausgeber)

Buch | Hardcover

206 Seiten

2019
Routledge (Verlag)
978-0-367-41836-6 (ISBN)

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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.

Cris Mayo is Professor of Women’s and Gender Studies at West Virginia University, US. Mollie V. Blackburn is Professor in the Department of Teaching and Learning in the College of Education and Human Ecology at the Ohio State University, US.

Introduction, Misses and Connections: Queer, Trans, and Intersectional Pedagogies

Mollie Blackburn and Cris Mayo

Ch. 1 Spaces of Collision: Intersectionalities of Race, Gender Identity, and Generations

Cindy Cruz

Section I: Teachers and Students in Classrooms and Schools

Ch. 2 Gender Identity Complexity is Trans-sectional Turn: Expanding the Theory of Trans*+ness into Literacy Practice

sj Miller

Ch. 3 "I Don’t Write So Other People Notice Me, I Write So I Can Notice Myself…": Locating Queer at the Intersection of Rhetoric, Resistance, and Resource-Based Pedagogy

Jon Wargo

Ch. 4 Identity Deficits: Reading, Learning, and Teaching Trans and Racial Identities in an Upper Elementary Classroom

Jill M. Hermann-Wilmarth

Section II: Families and Communities in the Educational Lives of Students

Ch. 5 OtrasMadres: Latina Immigrants Doing Queer Advocacy Work

Rigoberto Marquez

Ch. 6 Queering Family Difference to Dispel the Myth of the "Normal": Creating Classroom and School Communities that Affirm All Students and their Families

Norma Marrun, Christine Clark, and Omi Cadney

Ch. 7 Visibility Alone Will Not Save Us: Leveraging Invisibility as a Possibility for Liberatory Pedagogical Practice

Z Nicolazzo

Section III: Students and Higher Education Policies

Ch. 8 Understanding Non-Financial Barriers of Queer and Trans Young Black Women in Canada Transitioning from High School to Postsecondary Education

Tanitiã Munroe, Lance McCready, and Kim Penney

Ch. 9 After Student Activism: Co-Curricular Engagement in Solidarity and Healing

Appy Frykenberg

Ch. 10 Undoing CisHet White Organizational Theory and Praxis

Erich N. Pitcher

Ch. 11 Border Pedagogies and States: Trans, Race, and Recognitions

Francisco J. Galarte

Erscheinungsdatum	10.12.2019
Reihe/Serie	Routledge Critical Studies in Gender and Sexuality in Education
Zusatzinfo	1 Tables, black and white
Verlagsort	London
Sprache	englisch
Maße	152 x 229 mm
Gewicht	435 g
Themenwelt	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
ISBN-10	0-367-41836-3 / 0367418363
ISBN-13	978-0-367-41836-6 / 9780367418366
Zustand	Neuware