Queering Straight Teachers

Discourse and Identity in Education

Nelson M. Rodriguez, William F. Pinar

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English

Peter Lang Publishing Inc
30 April 2007

Gender studies: women; Philosophy & theory of education; Students & student organisations

Series: Complicated Conversation: A Book Series of Curriculum Studies

Much of the focus of anti-homophobic/anti-heterosexist educational theory, curriculum, and pedagogy has examined the impact of homophobia and heterosexism on gay, lesbian, bisexual, and transgender (GLBT) students and teachers. Such a focus has provided numerous theoretical and pedagogical insights, and has informed important changes in educational policy. Queering Straight Teachers: Discourse and Identity in Education remains deeply committed to the social justice project of improving the lives of GLBT students and teachers. However, in contrast with much of the previous scholarship, Queering Straight Teachers shifts the focus from an analysis of the GLBT Other to a critical examination of what it might mean, in theory and in practice, to queer straight teachers, and the implications this has for challenging institutionalized heteronormativity in education. This book will be useful in courses on educational foundations, curriculum studies, multicultural education, queer theory, gay and lesbian studies, and critical theory.

Edited by: Nelson M. Rodriguez, William F. Pinar
Imprint: Peter Lang Publishing Inc
Country of Publication: United States
Volume: 22
Dimensions: Height: 230mm, Width: 160mm,
Weight: 480g
ISBN: 9780820488479
ISBN 10: 082048847X
Series: Complicated Conversation: A Book Series of Curriculum Studies
Pages: 328
Publication Date: 30 April 2007
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

The Editors: Nelson M. Rodriguez is Assistant Professor of Cultural Foundations of Education and Women's and Gender Studies at The College of New Jersey. He received his Ph.D. in critical theory and education from The Pennsylvania State University. He is co-editor of Dismantling White Privilege: Pedagogy, Politics, and Whiteness (Peter Lang, 2000) and White Reign: Deploying Whiteness in America (1998), winner of the Critics' Choice Award. William F. Pinar teaches curriculum theory at the University of British Columbia, where he holds a Canada Research Chair and directs the Centre for the Study of the Internationalization of Curriculum Studies.