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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.
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.
This book examines the formation of Gay-Straight Alliances
(GSAs)-formal and informal-in public schools. These associations
provide us with a way to think about intersectionality and tense
encounters as spaces of possibility for new kinds of action, new
kinds of learning, and newly emergent subjectivities. While such
groups are not without problems, they enable a consideration of
desire for connection across sexualities, genders, races, and
knowledge. By examining subjectivity as a process of negotiation
across and within differences in a particular institutional
context, the traces of exclusions and gaps in these processes of
identification become evident. New formations bear the imprint of
exclusions that precede them but also work to fracture divisions,
to push at intersections among subject positions, and explore
desires for connection and change.
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.
We all encounter others whose gender identities differ from our
own, whether it is in the classroom, in public, in the media or
online. For many, there is anxiety about which words to use in
conversation and sometimes people keep quiet so as to not offend
someone whose gender identity may not be readily discernible, when
in actuality, what they desire is to understand, learn, and
interact. This book offers practical research-based strategies for
expanding personal, social and political awareness about
gender-identity privileges - helping the reader to work through
fears and unpack ingrained communication patterns and language. In
order to better understand the ever-evolving landscape of gender
identity the authors provide historical and political background
for the transgender movement and consider how issues of age,
culture, race, social class, media, celebrity and religion affect
transgender identities. The book includes a glossary of key terms,
a foreword from leading transgender rights activist, Jamison Green,
and an afterword by Meredith Talusan, Contributing Editor at them.
Written for educators and individuals committed to learning about
changes and shifts in gender identities, this book gives grounded,
real-time, practical and solution-oriented ideas and language about
how to be a better communicator, listener and responder to trans
and non-binary gender identities.
This second edition is essential reading for educators and other
school community members who are navigating the increasingly
complicated laws and legal rulings related to LGBTQ students,
employees, and community members. It combines historical,
contemporary, theoretical, and practical information to help
educators address exclusionary practices in schools related to
gender identity, sexuality, racism, sexism, and other forms of bias
that shape student experiences. To enable educators to better
understand their obligations to students in relation to policy,
staff training, daily school climate, pedagogy, and curriculum, the
author has extensively revised this popular text to include updated
information on the impact of same-sex marriage legalization and
increasing federal recognition of transgender student rights. And
because the legal terrain regarding transgender youth has been
especially volatile, Mayo provides strategies educators can use to
maintain ethical trans-inclusive teaching, even when local
regulations appear to impede transgender inclusivity.Book Features:
An examination of the pedagogical, curricular, and policy changes
that can improve school experiences for LGBTQ (lesbian, gay,
bisexual, transgender, queer) and ally students. A new chapter on
gender identity and transgender, nonbinary, and gender expansive
student experiences. Current policy and legal information, data,
and justification for LGBTQ-equitable and inclusive teaching.
Based on the diverse experiences of LGBTQ students and their
allies, this essential volume brings together in one resource the
major issues that schools must address to improve the educational
outcomes for gender and sexual minority students-as well as all
students. Many of these issues involve negative school-based
experiences that teachers and administrators need to be aware of as
they interact with students on a daily basis, including those that
encourage dropping out, substance abuse, and disproportionate
thoughts of suicide. This insightful work not only examines the
challenges of discrimination, harassment, and alienation that LGBTQ
youth face, but it also captures students' resilience and
creativity in organizing against those challenges. The text
includes teaching strategies, innovative projects, curricular
revisions, and policy initiatives that have had positive effects on
LGBTQ learning, aspirations, and school climate.
The Center Must Not Hold: White Women Philosophers on the Whiteness
of Philosophy functions as a textual site where white women
philosophers engage boldly in critical acts of exploring ways of
naming and disrupting whiteness in terms of how it has defined the
conceptual field of philosophy. Within this text, white women
philosophers critique the field of philosophy for its complicity
with whiteness as a structure of power, as normative, and as
hegemonic. In this way, the authority of whiteness to define what
is philosophically worthy is seen as reinforcing forms of
philosophical narcissism and hegemony. Challenging the whiteness of
philosophy in terms of its hubristic tendencies, white women
philosophers within this text assert their alliance with people of
color who have been both marginalized within the field of
philosophy and have had their philosophical and intellectual
concerns and traditions dismissed as particularistic. Aware that
feminist praxis does not necessarily lead to anti-racist praxis,
the white women philosophers within this text refuse to telescope
as a site of critical inquiry one site of hegemony (sexism) over
another (racism). As such, the white women philosophers within this
text are conscious of the ways in which they are implicated in
perpetuating whiteness as a site of power within the domain of
philosophy. Framed within a philosophical space that values the
multiplicity of philosophical voices, and driven by a feminist
framework that valorizes de-centering locations of hegemony,
interdisciplinary dialogue, and transformative praxis, The Center
Must Not Hold refuses to allow the white center of philosophy to
masquerade as universal and given. The text de-centers various
epistemic and value orders that are predicated upon maintaining the
center of philosophy as white. The white women philosophers who
contribute to this text explore ethics, epistemology, aesthetics,
taste, the nature of a dilemma, questions of the secularity of
philosophy, perception, discipline-based values around how to
listen and argue, the crucial role that social location plays in
the continued ignorance about the reality of oppression and
privilege as these relate to the subtle forms of white valorization
and maintenance, and more. Those interested in critical race theory
and critical whiteness studies will appreciate how the contributors
have linked these areas of critical inquiry within the often
abstract domain of philosophy.
The Center Must Not Hold: White Women Philosophers on the Whiteness
of Philosophy functions as a textual site where white women
philosophers engage boldly in critical acts of exploring ways of
naming and disrupting whiteness in terms of how it has defined the
conceptual field of philosophy. Within this text, white women
philosophers critique the field of philosophy for its complicity
with whiteness as a structure of power, as normative, and as
hegemonic. In this way, the authority of whiteness to define what
is philosophically worthy is seen as reinforcing forms of
philosophical narcissism and hegemony. Challenging the whiteness of
philosophy in terms of its hubristic tendencies, white women
philosophers within this text assert their alliance with people of
color who have been both marginalized within the field of
philosophy and have had their philosophical and intellectual
concerns and traditions dismissed as particularistic. Aware that
feminist praxis does not necessarily lead to anti-racist praxis,
the white women philosophers within this text refuse to telescope
as a site of critical inquiry one site of hegemony (sexism) over
another (racism). As such, the white women philosophers within this
text are conscious of the ways in which they are implicated in
perpetuating whiteness as a site of power within the domain of
philosophy. Framed within a philosophical space that values the
multiplicity of philosophical voices, and driven by a feminist
framework that valorizes de-centering locations of hegemony,
interdisciplinary dialogue, and transformative praxis, The Center
Must Not Hold refuses to allow the white center of philosophy to
masquerade as universal and given. The text de-centers various
epistemic and value orders that are predicated upon maintaining the
center of philosophy as white. The white women philosophers who
contribute to this text explore ethics, epistemology, aesthetics,
taste, the nature of a dilemma, questions of the secularity of
philosophy, perception, discipline-based
Sexuality remains a hotly debated subject, nowhere more so than in
education. This perceptive and balanced book shows that discussions
of sexuality and schooling can be simultaneously polarizing and
democratizing. Disputing the Subject of Sex examines controversies
over sex, AIDS, and gay-inclusive multicultural education, which
offer especially fruitful opportunities to explore the claims of
various identities, the social aims of public schools, and the
relation between schools and the publics they serve. These
controversies help to show the kind of confused tumble of
discourses, seemingly nonsensical policy decisions, and student
resistances that are born of arguments over sexuality and community
membership. In part, disputes over sexuality are driven by
conservative and anti-pluralist agendas that help communities draw
strong lines around themselves in an effort to stave off what they
perceive as threatening shifts in gender and sexual identity.
However, these disputes are also democratizing, allowing a variety
of constituents to argue their case in the public sphere. Rather
than choosing between one of these two positions, this book uses
case studies, interviews with queer youth, and analysis of
curricular texts to help readers understand how power dynamics play
out in educational controversies and how they can guide us to new
ideas about students' abilities to learn and relate ethically to
one another about the subject of sex.
This second edition is essential reading for educators and other
school community members who are navigating the increasingly
complicated laws and legal rulings related to LGBTQ students,
employees, and community members. It combines historical,
contemporary, theoretical, and practical information to help
educators address exclusionary practices in schools related to
gender identity, sexuality, racism, sexism, and other forms of bias
that shape student experiences. To enable educators to better
understand their obligations to students in relation to policy,
staff training, daily school climate, pedagogy, and curriculum, the
author has extensively revised this popular text to include updated
information on the impact of same-sex marriage legalization and
increasing federal recognition of transgender student rights. And
because the legal terrain regarding transgender youth has been
especially volatile, Mayo provides strategies educators can use to
maintain ethical trans-inclusive teaching, even when local
regulations appear to impede transgender inclusivity.Book Features:
An examination of the pedagogical, curricular, and policy changes
that can improve school experiences for LGBTQ (lesbian, gay,
bisexual, transgender, queer) and ally students. A new chapter on
gender identity and transgender, nonbinary, and gender expansive
student experiences. Current policy and legal information, data,
and justification for LGBTQ-equitable and inclusive teaching.
We all encounter others whose gender identities differ from our
own, whether it is in the classroom, in public, in the media or
online. For many, there is anxiety about which words to use in
conversation and sometimes people keep quiet so as to not offend
someone whose gender identity may not be readily discernible, when
in actuality, what they desire is to understand, learn, and
interact. This book offers practical research-based strategies for
expanding personal, social and political awareness about
gender-identity privileges - helping the reader to work through
fears and unpack ingrained communication patterns and language. In
order to better understand the ever-evolving landscape of gender
identity the authors provide historical and political background
for the transgender movement and consider how issues of age,
culture, race, social class, media, celebrity and religion affect
transgender identities. The book includes a glossary of key terms,
a foreword from leading transgender rights activist, Jamison Green,
and an afterword by Meredith Talusan, Contributing Editor at them.
Written for educators and individuals committed to learning about
changes and shifts in gender identities, this book gives grounded,
real-time, practical and solution-oriented ideas and language about
how to be a better communicator, listener and responder to trans
and non-binary gender identities.
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