東華大學圖書館 |

LGBTQ+ studies in education = theoretical interventions in curriculum and pedagogy /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	LGBTQ+ studies in education/ edited by Robert C. Mizzi, Nelson M. Rodriguez.
其他題名:	theoretical interventions in curriculum and pedagogy /
其他作者:	Mizzi, Robert C.
出版者:	Cham :Springer Nature Switzerland : : 2025.,
面頁冊數:	xvii, 199 p. :ill. (some col.), digital ;24 cm.
內容註:	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.
Contained By:	Springer Nature eBook
標題:	Sexual minorities in education. -
電子資源:	https://doi.org/10.1007/978-3-031-85118-6
ISBN:	9783031851186

LGBTQ+ studies in education = theoretical interventions in curriculum and pedagogy /
LGBTQ+ studies in educationtheoretical interventions in curriculum and pedagogy /[electronic resource] :edited by Robert C. Mizzi, Nelson M. Rodriguez. - Cham :Springer Nature Switzerland :2025. - xvii, 199 p. :ill. (some col.), digital ;24 cm. - Queer studies and education,2946-2282. - Queer studies and education..

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.

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.

ISBN: 9783031851186

Standard No.: 10.1007/978-3-031-85118-6doiSubjects--Topical Terms:

3515054
Sexual minorities in education.

LC Class. No.: LC2574

Dewey Class. No.: 371.8266

LGBTQ+ studies in education = theoretical interventions in curriculum and pedagogy /
LDR:03749nmm a2200337 a 4500 001 2411584
003 DE-He213
005 20250430130217.0
006 m d
007 cr nn 008maaau
008 260204s2025 sz s 0 eng d
020 $a 9783031851186 $q (electronic bk.)
020 $a 9783031851179 $q (paper)
024 7 $a 10.1007/978-3-031-85118-6 $2 doi
035 $a 978-3-031-85118-6
040 $a GP $c GP
041 0 $a eng
050 4 $a LC2574
072 7 $a JNT $2 bicssc
072 7 $a EDU000000 $2 bisacsh
072 7 $a JNT $2 thema
082 0 4 $a 371.8266 $2 23
090 $a LC2574 $b .L687 2025
245 0 0 $a LGBTQ+ studies in education $h [electronic resource] : $b theoretical interventions in curriculum and pedagogy / $c edited by Robert C. Mizzi, Nelson M. Rodriguez.
260 $a Cham : $b Springer Nature Switzerland : $b Imprint: Palgrave Macmillan, $c 2025.
300 $a xvii, 199 p. : $b ill. (some col.), digital ; $c 24 cm.
490 1 $a Queer studies and education, $x 2946-2282
505 0 $a 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.
520 $a 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.
650 0 $a Sexual minorities in education. $3 3515054
650 0 $a Queer theory. $3 618397
650 0 $a Intersectionality (Sociology) $3 3296429
650 1 4 $a Pedagogy. $3 2122828
650 2 4 $a Curriculum Studies. $3 895988
650 2 4 $a Queer Studies. $3 3383487
650 2 4 $a Sociology of Education. $3 1001905
700 1 $a Mizzi, Robert C. $3 3786132
700 1 $a Rodriguez, Nelson M. $3 546348
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
830 0 $a Queer studies and education. $3 2199910
856 4 0 $u https://doi.org/10.1007/978-3-031-85118-6
950 $a Education (SpringerNature-41171)