Critical Inclusion: Disrupting LGBTQ Normative Frameworks in School Contexts

Autor/inn/en	Kokozos, Michael; Gonzalez, Maru
Titel	Critical Inclusion: Disrupting LGBTQ Normative Frameworks in School Contexts
Quelle	In: Equity & Excellence in Education, 53 (2020) 1-2, S.151-164 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gonzalez, Maru)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2020.1764881
Schlagwörter	Social Attitudes; Social Bias; Elementary Secondary Education; LGBTQ People; Inclusion; Teacher Role; Educational Practices; Neoliberalism; Activism; Curriculum Development + Suchen Sie Ihr Suchwort? Social attidude; Soziale Einstellung; Inklusion; Lehrerrolle; Bildungspraxis; Neo-liberalism; Neoliberalismus; Aktivismus; Politischer Protest; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Despite recent social and political advancements for lesbian, gay, bisexual, transgender, and queer (LGBTQ) people and an increased focus on LGBTQ-inclusive practices in K-12 schools, there is a lack of research examining relations of power that inform current conceptualizations of national LGBTQ "inclusion," particularly in school contexts. The authors investigate current and emerging normative approaches to inclusion related specifically to LGBTQ students and examine their limitations and exclusionary implications, including the ways in which said approaches perpetuate and sustain homonormativity and homonationalism. They then introduce a framework for more effectively addressing issues of LGBTQ inclusion in K-12 schools. The authors conclude the article by outlining practical suggestions that educators can use to disrupt homonormativity and homonationalism and adopt critically inclusive practices within their classrooms and broader school community. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01