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.
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.
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 Womens, Gender, and Sexuality Studies at The College of New Jersey, USA, where he serves as Coordinator of the Sexuality and Queer Studies Program.
