Queer and trans perspectives on teaching LGBT-themed texts in schools
著者
書誌事項
Queer and trans perspectives on teaching LGBT-themed texts in schools
Routledge, 2018
大学図書館所蔵 全1件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
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.
目次
Introduction. Investigating LGBT-themed literature and trans informed pedagogies in classrooms 1. Teaching about sexual minorities and "princess boys": a queer and trans-infused approach to investigating LGBTQ-themed texts in the elementary school classroom 2. Gay penguins, sissy ducklings...and beyond? Exploring gender and sexuality diversity through children's literature 3. Queering chapter books with LGBT characters for young readers: recognizing and complicating representations of homonormativity 4. Scenes of violence and sex in recent award-winning LGBT-themed young adult novels and the ideologies they offer their readers 5. The social importance of a kiss: a Honnethian reading of David Levithan's young adult novel, Two Boys Kissing 6. Reading queer counter-narratives in the high-school literature classroom: possibilities and challenges 7. Exploring queer pedagogies in the college-level YA literature course 8. Learning from preservice teachers' responses to trans-themed young adult literature: improving personal practice in teacher education 9. Queer and trans-themed books for young readers: a critical review
「Nielsen BookData」 より