Citations (11)
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Read on this site (6)
Boni Wozolek & Samantha Antell. (2022) Curricula of oppressions: queering elementary school norms and values. International Journal of Qualitative Studies in Education 35:9, pages 980-992.
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Soledad Véliz & Macarena García-González. (2022) Becoming abject: testing the limits and borders of reading mediation. Discourse: Studies in the Cultural Politics of Education 43:1, pages 15-29.
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Aoife Neary. (2020) Critical imaginaries of empathy in teaching and learning about diversity in teacher education. Teaching Education 31:4, pages 444-458.
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James Coda. (2019) Do straight teachers experience this? Performance as a medium to explore LGBTQ world language teacher identity. International Journal of Qualitative Studies in Education 32:5, pages 465-476.
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Hélène Frohard-Dourlent. (2018) “The student drives the car, right?”: trans students and narratives of decision-making in schools. Sex Education 18:4, pages 328-344.
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Wendy Keys, Elizabeth Marshall & Barbara Pini. (2017) Representations of rural lesbian lives in young adult fiction. Discourse: Studies in the Cultural Politics of Education 38:3, pages 354-364.
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Articles from other publishers (5)
Jordan Pickering & Lisa van Leent. (2024) Teaching English and the Grammatical Use of the Pronoun: Queer(y)ing the Teaching of Writing. The Reading Teacher.
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Azahara Jiménez-Millán & Mariana Buenestado-Fernández. 2023. Promoting Inclusive Education Through the Integration of LGBTIQ+ Issues in the Classroom. Promoting Inclusive Education Through the Integration of LGBTIQ+ Issues in the Classroom
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Cris Delatado Barabas & Qirui Jiang. (2022)
Queering a high school
EFL
literature class in China: Teacher's and student's reflections
. TESOL Journal 13:4.
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Wayne Martino. (2022) A Transgender Studies Approach for Educators in Schools: Reflections on “Cissexist Pitfalls,” Bifurcated Frameworks, and Racial Justice. Teachers College Record: The Voice of Scholarship in Education 124:8, pages 17-42.
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Mollie T. McQuillan. (2022) A Starting Point: Gender, Hot Cognition, and Trans-Informed Administrative Guidance. Educational Researcher 51:5, pages 336-351.
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