A Queer Arrangement of School: Using Spatiality to Understand Inequity

Autor/in	Schmidt, Sandra J.
Titel	A Queer Arrangement of School: Using Spatiality to Understand Inequity
Quelle	In: Journal of Curriculum Studies, 47 (2015) 2, S.253-273 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2014.986764
Schlagwörter	Sexuality; Sex Education; Homosexuality; Equal Education; Sexual Orientation; Sexual Identity; Social Theories; Educational Environment; Environmental Influences; Grade 10; High School Students; Student Surveys; Qualitative Research; Coding; Social Influences; Space Utilization; Minority Group Students; Educational Practices; Interviews + Suchen Sie Ihr Suchwort? Sexualität; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Gesellschaftstheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Environmental influence; Umwelteinfluss; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerbefragung; Qualitative Forschung; Codierung; Programmierung; Sozialer Einfluss; Raumnutzung; Bildungspraxis; Interviewing; Interviewtechnik
Abstract	This manuscript contributes to a discussion of how to meaningfully engage issues of sexuality in the curriculum. Noting the struggle to create social change through the inclusion of LGBQ people and events, the manuscript is premised on what we might learn about equity and change by locating the study of inequity in how it is etched into and reproduced through engagements with space. The manuscript uses a mapping study to explore how students produce school in contested and multiple ways. This method is both model for how to engage with space in the curriculum and as a tool that changes how we recognize queer subjects in our discussions of equity and inclusion. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01