Critical democratic education and LGBTQ-inclusive curriculum
Opportunities and constraints
Bibliographic Data
| ID | 12973278 |
|---|---|
| Authors | James Coda (0000-0001-8189-9035, University of Georgia, corresponding author) |
| Year | 2017 |
| Volume | 15 |
| Issue | 2 |
| Pages | 141-144 |
| Publication date | 2017-12-29 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of LGBT Youth (JOURNAL) |
| Journal identifiers | ISSN: 1936-1653 • E-ISSN: 1936-1661 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/19361653.2017.1405761 |
| OpenAlex | W2779391042 |
| Language | EN |
| Citations received | 4 |
| References cited | 12 |
As regulatory institutions, K-12 public schools are tasked with educating students in order to produce knowing subjects who contribute to the democratic ideals of society. Concomitantly, schools an
Curriculum · Democracy · Homosexuality · Inclusion (mineral · Pedagogy · Political science · Politics · Sociology · African Sexualities and LGBTQ+ Issues · Feminism, Gender, and Sexuality Studies · Gender Studies · Law · LGBTQ Health, Identity, and Policy · Public Administration
How common is the common good? Moving beyond idealistic notions of deliberative democracy in education
Deliberative decision-making in teacher education
The implications of ideology on teachers’ beliefs regarding civic education
Influence of multicultural curriculum and role models on high school students’ willingness to intervene in anti-LGBTQ harassment
Inclusion and Democracy
Queer Theory in Education
Inclusion and Democracy
Queer Methods and Methodologies
Language and Sexuality
Moving Beyond the Inclusion of LGBT‐Themed Literature in English Language Arts Classrooms
Critique of compulsory heterosexuality
The Role of Hidden Identities in the Postsecondary ESL Classroom
Saint Foucault
Is There a Queer Pedagogy? Or, Stop Reading Straight
| Citations per year | 0.44 |
|---|---|
| Citation span | 2017 - 2021 (5) |
| Highly cited | No |