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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 focuses on queering texts with lesbian, gay, bisexual,
and/or transgender (LGBT) themes in collaboration with students -
young to young adult - and their teachers - both pre- and in-
service. It strives to generate knowledge and deeper understandings
of the pedagogical implications for working with LGBT-themed texts
in classrooms across grade levels. The contributions in this book
offer explicit implications for pedagogical practice, considering
literature for children and young adults, and work in elementary
school, high school, and university classrooms and schools. They
give insights on exploring how queer and trans theories might
inform the teaching and learning of English language arts with
great respect to people who live their lives beyond hegemonic
heternormativity and cisnormativity. They provide wisdom on how to
provoke, foster, and navigate complicated conversations about
sexuality, queer desire, gender creativity, gender independence,
and trans inclusivity. In addition, they show how all of these are
informed by an epistemological and ontological understanding of
gender embodiment as a process of becoming. They offer insights
into how queer and trans theories, as informed and driven by trans,
non-binary and gender diverse scholars themselves, can move all of
us beyond LGBTQ-inclusivity and inform reading, discussing,
teaching, and learning in all of the classrooms and school contexts
where we live and work. This volume was originally published as a
special issue of Discourse: Studies in the Cultural Politics of
Education.
This book focuses on queering texts with lesbian, gay, bisexual,
and/or transgender (LGBT) themes in collaboration with students -
young to young adult - and their teachers - both pre- and in-
service. It strives to generate knowledge and deeper understandings
of the pedagogical implications for working with LGBT-themed texts
in classrooms across grade levels. The contributions in this book
offer explicit implications for pedagogical practice, considering
literature for children and young adults, and work in elementary
school, high school, and university classrooms and schools. They
give insights on exploring how queer and trans theories might
inform the teaching and learning of English language arts with
great respect to people who live their lives beyond hegemonic
heternormativity and cisnormativity. They provide wisdom on how to
provoke, foster, and navigate complicated conversations about
sexuality, queer desire, gender creativity, gender independence,
and trans inclusivity. In addition, they show how all of these are
informed by an epistemological and ontological understanding of
gender embodiment as a process of becoming. They offer insights
into how queer and trans theories, as informed and driven by trans,
non-binary and gender diverse scholars themselves, can move all of
us beyond LGBTQ-inclusivity and inform reading, discussing,
teaching, and learning in all of the classrooms and school contexts
where we live and work. This volume was originally published as a
special issue of Discourse: Studies in the Cultural Politics of
Education.
Stepping Up! offers inspiring suggestions for ways teachers and
teacher educators can stand up and speak out for students to create
welcoming classroom climates for LGBTQ and gender diverse youth.
Building from ten years of collaborative longitudinal inquiry,
including interviews with parents, students, teachers, and
administrators, the authors share stories from different
perspectives to support teachers with concrete examples of
advocacy. The authors show teachers how to 'step up' by working
with students, through and beyond curriculum, and by working with
families and administrators to improve school culture for LGBTQ and
gender diverse students. Additionally, they explore the potential
constraints involved in such social justice work, and share
strategies and resources for transforming schools to be more
queer-friendly.
Make the complex task of creating a child-centered curriculum
easier with the practical guidelines and ideas in this updated and
expanded handbook. Learn how to sharpen your observation and
documentation skills, set up your space, and transform your
teaching to reflect children's interests and needs. Insightful
classroom stories, assessment tools, checklists, comparative
charts, and activities encourage new approaches and self-reflection
as you plan your curriculum and put it into practice. Addressing
new standards in early education, two new chapters focus on
teaching academics in a meaningful way and guiding children as they
play and learn. "Reflecting Children's Lives" is your work in
progress--use it to record the development of your own thinking and
practice.
Stepping Up! offers inspiring suggestions for ways teachers and
teacher educators can stand up and speak out for students to create
welcoming classroom climates for LGBTQ and gender diverse youth.
Building from ten years of collaborative longitudinal inquiry,
including interviews with parents, students, teachers, and
administrators, the authors share stories from different
perspectives to support teachers with concrete examples of
advocacy. The authors show teachers how to 'step up' by working
with students, through and beyond curriculum, and by working with
families and administrators to improve school culture for LGBTQ and
gender diverse students. Additionally, they explore the potential
constraints involved in such social justice work, and share
strategies and resources for transforming schools to be more
queer-friendly.
This timely and important book focuses on the problems of
heterosexism and homophobia in schools and explores how these forms
of oppression impact LGBTQ youth, as well as all young people. The
author shows how concerned teachers can engage students in literacy
practices both in and out of school to develop positive learning
environments. The featured vignettes focus on fostering student
agency, promoting student activism, and nurturing student allies.
With a unique combination of adolescent literacy and teacher action
projects, this book offers a valuable model for educators
interested in creating safe learning communities for all students.
Book Features: Inspiring examples of literacy educators joining
with students to find solutions to the problem of homophobia in
their schools. Action recommendations based on a wide range of
research representing diversity in terms of age, race, class,
gender, and sexuality. "Practitioner Applications" in each chapter
to help readers apply what they have read to their classrooms.
This timely and important book focuses on the problems of
heterosexism and homophobia in schools and explores how these forms
of oppression impact LGBTQ youth, as well as all young people. The
author shows how concerned teachers can engage students in literacy
practices both in and out of school to develop positive learning
environments. The featured vignettes focus on fostering student
agency, promoting student activism, and nurturing student allies.
With a unique combination of adolescent literacy and teacher action
projects, this book offers a valuable model for educators
interested in creating safe learning communities for all students.
Book Features: Inspiring examples of literacy educators joining
with students to find solutions to the problem of homophobia in
their schools. Action recommendations based on a wide range of
research representing diversity in terms of age, race, class,
gender, and sexuality. "Practitioner Applications" in each chapter
to help readers apply what they have read to their classrooms.
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