Pedagogical Third Spaces
Inclusion and Re-Presentation of LGBTQ Communities in and through Teaching as a Matter of Justice
Bibliographic Data
| ID | 4255346 |
|---|---|
| Authors | Mariana Souto-Manning (0000-0002-4825-2210), Alison Lanza |
| Year | 2019 |
| Volume | 58 |
| Issue | 1 |
| Pages | 39-50 |
| Publication date | 2019-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2018.1536921 |
| OpenAlex | W2897481936 |
| Language | EN |
| Citations received | 13 |
| References cited | 16 |
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
Supporting democracy and agency for all children
Teacher educators’ knowledge about diversity
(Co)constructing hybrid, transformative, and democratic Third Spaces in a heritage language classroom for Asian American transnational students
A co-designed by students “architecture of schooling” framework
Teacher educators’ diversity-responsive practices
Teacher educators’ distinctive contribution to education that serves all
Cultivating a Queer Mindset
Reimagining Bilingual Education
A third space for inclusion
Learning through practice
We're not one-box issue people”
Invisible Stories
Queering the Common Core (and the NGSS)
| Unique citing works | 13 |
|---|---|
| Citations per year | 2,17 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 13 |