Literaturnachweis - Detailanzeige
| Autor/in | Weeks, Thomas C. |
|---|---|
| Titel | Queer phenomenology. Orienting inquiry in curriculum studies. |
| Quelle | Aus: Watson, Sandy (Hrsg.); Austin, Stacie (Hrsg.); Bell, Jeremy (Hrsg.): Conceptual analyses of curriculum inquiry methodologies. Hershey: IGI Global (2021) S. 80-96
PDF als Volltext |
| Reihe | Advances in educational technologies and instructional design (AETID) book series |
| Beigaben | Literaturangaben S. 94-96 |
| Sprache | englisch |
| Dokumenttyp | online; gedruckt; Sammelwerksbeitrag |
| ISBN | 978-1-7998-8848-2; 978-1-7998-8851-2 |
| DOI | 10.4018/978-1-7998-8848-2 |
| Schlagwörter | Phänomenologie; Bildungsforschung; Bildungspolitik; Curriculum |
| Abstract | Phenomenology is an often-used form of inquiry within education and the social sciences more broadly. As scholars have employed its methods to answer complex social and political questions, new modes of inquiry have emerged. One such mode is queer phenomenology, which has sought to engage queer theory with phenomenology for an enriched form of inquiry. In this chapter, queer phenomenology will be explored, including its origins in the 21st century and the kinds of questions it can answer. A discussion of queer phenomenology's relation to the field of critical phenomenology is also included. Current research in both the social sciences and education that use this method is covered in depth. |
| Erfasst von | Leibniz-Institut für Bildungsmedien | Georg-Eckert-Institut (GEI), Braunschweig |
| Update | 2024/1 |
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