Pedagogical Third Spaces

Inclusion and Re-Presentation of LGBTQ Communities in and through Teaching as a Matter of Justice

Datos Bibliográficos

ID4255346
AutoresMariana Souto-Manning (0000-0002-4825-2210), Alison Lanza
Año2019
Volumen58
Número1
Páginas39-50
Fecha de publicación2019-01-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTheory Into Practice (JOURNAL)
Identificadores de la revistaISSN: 0040-5841 • E-ISSN: 1527-2532
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2018.1536921
OpenAlexW2897481936
IdiomaEN
Citas recibidas13
Referencias citadas16

In this article, a teacher educator and a New York City elementary public school teacher share insights from a yearlong collaboration whereby they worked together to interrupt normative pedagogical practices regarding gender, sexuality, and interrelated identities within the context of a second-grade classroom. Bridging the typical disconnect between teaching and teacher education, the authors worked to queer early childhood education, developing a framework for full inclusivity through the codesign and implementation of pedagogical third spaces. Through examples, they show how this innovative framework offers the potential to transform the architecture of teaching in ways that render LGBTQ voices, identities, and experiences visible, (re)positioning them centrally in curriculum and teaching. In doing so, this framework (re)conceptualizes inclusion and representation of LGBTQ individuals and communities in and through teaching as a matter of justice

Context (archaeology · Curriculum · Human sexuality · Inclusion (mineral · Mathematics education · Pedagogy · Queer · Sexual identity · Sociology · Transgender · Critical Race Theory in Education · Gender Roles and Identity Studies · Gender Studies · LGBTQ Health, Identity, and Policy · Psychology

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