Public Pedagogy

Gutierez-Schmich, Tina; Heffernan, Julia

doi:10.1057/978-1-137-55425-3_24

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…Clearly, if we hold that education is a good and a necessity for everyone, then it is a necessity to consider the importance of sexual identity in our classroom, alongside considerations of race, gender, and disability. Along with the ideas proposed by Inclusive Pedagogy (Florian and Black-Hawkins, 2010, for instance), Public Pedagogy (Gutierez-Schmich and Heffernan, 2016) and Freire’s Pedagogy of the Oppressed and all pedagogical practices and methodologies that seek models of education in which respect and presence are parts of our everyday practices, Queer Pedagogy aims at understanding individualities as part of our collectivities.…”

Section: Resultsmentioning

confidence: 99%

Queer pedagogy: Approaches to inclusive teaching

Neto

2018

Policy Futures in Education

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While it is common knowledge that language shapes how we think about gender and sexual identity there is no standard educational practice to create awareness about the place of sexual and gender diversity in the context of language learning. This article draws on queer pedagogy and queer theory to devise teaching practices that acknowledge queer visibility in the classroom. The goal of this article is to examine strategies to enhance inclusion, recognition and visibility of sexual and transgender minorities in the classroom. I propose that language instruction is in need of a queer pedagogy that challenges both the heteronormative assumptions of most language textbooks, and classroom practices that erase Lesbian, Gay, Bisexual, Transgender, Queer, Intersex and Asexual (LGBTQIA) visibility. I argue that language instructors need to be inventive and critical, willing to address in class what most language manuals omit. This way, I hope to contribute to the development of tools and strategies that guarantee a safe, affirmative space for sexual and transgender minorities in our classrooms.

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Section: Resultsmentioning

confidence: 99%

Queer pedagogy: Approaches to inclusive teaching

Neto

2018

Policy Futures in Education

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“…One of the fundamental elements of HA's educational approach is self-knowledge: 'who I am, how I interact and how I establish links with other people and the environment' (director). HA can be seen as a space where practices of public pedagogy (Gutiérrez-Schmich & Heffernan, 2016) are developed. These practices favour critical learning based on reflexivity about the self, the model of society we have and the model we want (Sandlin, 2010).…”

Section: Contents and Concepts Of Ha's Educational Practicementioning

confidence: 99%

Huerto Alegre: an ecocentric socio-educational experience as a critical practice of education for sustainable development

Rodríguez

Fernández-Herrería

2021

Aust. J. environ. educ.

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This paper explores the innovative socio-educational experience of Huerto Alegre (Spain), linking it to a critical perspective of Education for Sustainable Development (ESD). Going beyond the ‘pluralist practices’ associated with the ESD, our case study seeks to redefine ESD from a critical and ecocentric perspective within the context of the Earth Charter (EC). Huerto Alegre’s social-educational programme is aimed at children and young people with the objective of creating critical thinking and fostering connections between school and the natural environment by working collaboratively with teaching professionals. The methodology of the paper focuses on a content analysis of the centre’s key documents and on the narratives of students, in addition to an in-depth interview with its director. It also presents a critical reconstruction of the subject. This complements, and gives meaning to, the theoretical debates surrounding ESD — debates that call for structural changes to our current model of society.

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Queer Theory/Pedagogy and Social Justice Education

Pennell

2020

Handbook on Promoting Social Justice in Education

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Queer theory and pedagogy can inform social justice education in ways that have teachers and researchers question how their teaching practices and philosophies reinforce social norms such as heteronormativity. Queer theory is post-structuralist, and while it is most often used to analyze queer subjects, it can be used to analyze the social and institutional norms in any subject. Queer pedagogy, stemming from queer theory's call to deconstruct heteronormativity and other boundaries, works to expand the way we look at educational practices and research. Through it, one can examine the norms, boundaries, and limitations of not only curriculum and teaching practices but also schooling and learning as concepts. This chapter first offers a brief history of queer theory and then gives background information on queer pedagogy's origins and recent definitions and manifestations. Then, frameworks for using queer pedagogy specifically with

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Public Pedagogy

Cited by 4 publications

References 2 publications

Queer pedagogy: Approaches to inclusive teaching

Queer pedagogy: Approaches to inclusive teaching

Huerto Alegre: an ecocentric socio-educational experience as a critical practice of education for sustainable development

Queer Theory/Pedagogy and Social Justice Education

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