This book draws upon contemporary Irish and international research which explores the critical interplay between education studies and sexualities.
Scholars from Ireland, Canada, Spain, the U.K. and Sweden employ the conceptual lens of Queer Theory to interrogate and destabilise long-standing regimes of truth/knowledge, and in so doing, highlight the suitability and applicability of this theoretical perspective within educational discourses. By reframing and repositioning gender identity/expression as a performative expression on a fluid continuum, this book provokes readers to (re)view how they see education, pedagogy and schooling. The book interrogates what happens to teaching, and teachers, when queerness permeates their practice, thus exposing the ways in which heteronormativity informs and shapes our places/sites of education.
This book was originally published as a special issue of the Irish Educational Studies journal.
TABLE OF CONTENTS:
Introduction Foreword – Foreword: queer teaching – teaching queer 1. Faith of our fathers – lesbian, gay and bisexual teachers’ attitudes towards the teaching of religion in Irish denominational primary schools 2. From invisibility to visibility: a policy archaeology of the introduction of antitransphobic and anti-homophobic bullying guidelines into the Irish primary education system 3. Two good gay teachers: pioneering advocate-practitioners confronting homophobia in schooling in British Columbia, Canada 4. Lesbian, gay and bisexual teachers’ ambivalent relations with parents and students while entering into a civil partnership 5. Queer youth and mental health: What do educators need to know? 6. Homonationalism in teacher education – productions of schools as heteronormative national places 7. Queer provocations! Exploring queerly informed disruptive pedagogies within feminist community-higher-education landscapes Afterword – Teaching queer/queer teaching: an afterword
ABOUT THE AUTHORS:
Declan Fahie is Director of School Placement and Lecturer in Sociology of Education, Pedagogy and Research Methodology in the School of Education at University College Dublin, Ireland. A qualified primary teacher, Declan has worked extensively as a teacher educator, particularly within initial teacher education. Declan has published nationally and internationally on workplace bullying in education, sexualities and schooling, teacher effectiveness and qualitative research methodologies.
Aideen Quilty is an Assistant Professor in Gender and Social Justice at University College Dublin, Ireland, and is Director of their Gender Studies Community Outreach Programme. Throughout her academic career she has championed the rights of traditionally under-represented and disenfranchised groups within higher education. Her research is interdisciplinary, drawing on feminist, educational and spatial theories. She has published internationally on LGBTQ empowerment pedagogies and on queer/feminist alliances within education.
Renée DePalma Ungaro is a Professor in the Department of Pedagogy and Didactics at the University of A Coruña, Spain. Her research and teaching has focused on equalities and social justice in terms of race, ethnicity, language, sexuality and gender. From 2006 to 2009, she was Senior Researcher on the UK-based No Outsiders project, a participatory action research project that aimed to address heteronormativity in primary schools.
Ages: 0-5 (Pre-School), Ages: 5-8 (Lower Primary), Ages: 8-10 (Middle Primary), Ages: 10-12 (Upper Primary), Ages: 12-15 (Junior Secondary), Ages: 15-18 (Senior Secondary)
Aideen Quilty (Edited by), Declan Fahie (Edited by), Renée DePalma Ungaro (Edited by)
Teaching Children about Gender Identity, Sexuality, Relationships and Different Families
This approachable and easy-to-follow book guides teachers, educators, administrators, and school staff toward appropriate and proven ways to create safer learning environments, update school policies, enhance curricula and better support LGBT+ youth as they learn.
These books cover many aspects of relevant health education. They ground each topic in realistic scenarios that adolescents relate and respond to, and they offer thought-provoking activities from interviews and surveys to role plays, pamphlet design and planning and budgeting. Click on Choose an Option below to LOOK INSIDE.
Creating Safe Environments for LGBT Students is a comprehensive training guidebook for educators who are committed to diversity and the full inclusion of LGBT students in every aspect of the Catholic high school experience.
This is a heart-rendering tale of parent and sibling relationships within a contemporary blended family.
LOOK INSIDE (excerpt):
The Philosophy of Symbolic Forms is Cassirer’s most important work. It was first published in German in 1923, the third and final volume appearing in 1929. In it Cassirer presents a radical new philosophical worldview – at once rich, creative and controversial – of human beings as fundamentally “symbolic animals”, placing signs and systems of expression between themselves and the world.
This exploration of effective practices to support lesbian, gay, bisexual, transgender, queer (LGBTQ) and gender-diverse students in elementary, middle and high school contexts focuses on curriculum, pedagogy and school environment.
This important book breaks down issues of gender and sexuality at the individual, interactional, and institutional level and shows how you can cultivate an atmosphere of acceptance and belonging for all students.
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