Absent in theory, invisible in practice
Queering HBSE for a more inclusive social work profession
Bibliographic Data
| ID | 2168866 |
|---|---|
| Authors | Jedediah E Bragg (0000-0003-0544-5597), Jedediah Bragg (University of Oklahoma), Kirsten Havig (0000-0002-6992-1903, University of Wyoming), Ricky Muñoz (0000-0002-7241-0696, University of Oklahoma) |
| Year | 2018 |
| Volume | 28 |
| Issue | 1 |
| Pages | 44-57 |
| Publication date | 2018-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Human Behavior in the Social Environment (JOURNAL) |
| Journal identifiers | ISSN: 1091-1359 • E-ISSN: 1540-3556 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10911359.2017.1383959 |
| OpenAlex | W2767352889 |
| Language | EN |
| Citations received | 8 |
| References cited | 26 |
A sound theoretical foundation is a necessary element of social work education that prepares students to confront the challenges of practice with critical knowledge of the human experience. Queer theory is a strength-based framework for understanding sexual and gender identities that fall outside of the current social norms, and offers a highly relevant and useful pathway for the education of social work practitioners. Despite its utility for enhancing understanding and acceptance of gender and sexual minority (SGM) people, it is underutilized in social work compared with other disciplines. Additionally, this study reports on the gender and sexual identities of social work students and their endorsement of help-seeking behaviors related to issues of gender and sexual nonconformity. These empirical-based perspectives undergird the tenets of queer theory and support its application in research endeavors aimed at better understanding the human experience. A theoretical and empirical-based argument is made for the queering of HBSE to strengthen both explicit and implicit curricula in social work education. This study expands on the limited usage of queer theory within social work and directly challenges the normative and binary nature of sexual and gender identity evident within the professional literature and implications for education and research are offered
Argument (complex analysis · Curriculum · Empirical research · Epistemology · Human sexuality · Identity (music · Inclusion (mineral · Nonconformity · Normative · Pedagogy · Political science · Queer · Queer theory · Sexual identity · Sexual minority · Sexual orientation · Sociology · Transgender · Homelessness and Social Issues · LGBTQ Health, Identity, and Policy · Psychology · Social Work Education and Practice · Social Work · Gender Studies · Social Psychology
Intentional transgender content in a social work classroom
Sexuality and gender diversity in children and young people
A systematic review of research on LGBTQ educators’ experiences and LGBTQ curriculum in K-12 U.S. public schools
Exploring the implicit curriculum in social work education
The need for more inclusive measures of sexuality within social work research
Implementing a graduate social work course concerning practice with sexual and gender minority populations
Child Welfare Abolition
Rethinking “again” girls at-promise
The theory of planned behavior
Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults
An Integrative Theory of Intergroup Conflict
Achieving Competent Family Practice with Same-Sex Parents
Gender Trouble
Struggling to be the alpha’
Queering evidence-based practice
Questioning Gender and Sexuality Binaries
The Lies That Bind
Decolonizing Queer Pedagogy
Queer Eye” for Social Work
Bending Gender, Ending Gender
Mapping the Margins
Queer Theory
The Normativity of the Concept of Heteronormativity
Inhabiting the Sexual Landscape
Homosexual Identity Formation as a Developmental Process
| Unique citing works | 8 |
|---|---|
| Citations per year | 1.14 |
| Citation span | 2019 - 2025 (7) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |