At a time of increasingly diverse and dynamic debates on the intersections of contemporary LGBTQ rights, trans* visibility, same-sex families, and sexualities education, there is surprisingly little writing on what it means to queer notions of family and kinship networks in global context. Building on the recent wave of scholarship on queerness in families and how families intersect with schools, schooling and educational institutions more broadly, this book considers how we are taught to enact family at home, at school and through the media, and how this pedagogy has shifted and changed over time. Conceived as a collection of keywords that take up the vocabulary of queerness, queering practices, and queer families, the authors employ a nuanced intersectional approach to connect the damaging and persistent invisibility of their subject to the complex and dominant and normalizing discourses of marriage and family. Offering post-structural, post-humanist, and new materialist perspectives on kinship and the family, this book moves the conversation forward by critically interrogating and expanding upon current knowledges about gender diversity, queer kinship, and pedagogy.
What Have We Learned?: Keywords Anne M. Harris and Stacy Holman Jones 1. What have we learned? Anne M. Harris, Stacy Holman Jones, Sandra L. Faulkner, and Eloise D. Brook Queering Sexuality Education in Family and School: Keywords Sandra L. Faulkner 2. Queering Sexuality Education in Family and in SchoolSandra L. Faulkner Un/queering Family in the Media: Keywords Eloise D. Brook 3. Un/queering Family in the MediaEloise D. Brook Posthuman Families, Queerly: Keywords Anne M. Harris 4. Posthuman Families, Queerly Anne M. Harris Waiting for Queer: Keywords Stacy Holman Jones 5. Waiting for Queer/Performing the Not-Yet-Queer Family Stacy Holman Jones 6. Where to Now? Anne M. Harris and Stacy Holman Jones
Routledge Critical Studies in Gender and Sexuality in Education showcases scholarly work over a wide range of educational topics, contexts and locations within gender and sexuality in education. The series welcomes theoretically informed scholarship including critical, feminist, queer, trans, postcolonial, and intersectional perspectives, and encourages creative and innovative methodological approaches. Proposals dealing with critical policy analysis, as it relates to gender and sexuality studies in education, are also invited. The series is committed to publishing scholarly monographs, both sole and co-authored, and edited collections.
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