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2018
Volume 55, Issue 3
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216

Abstract

In this essay, two English language arts teacher educators reflect on their efforts to live out a queer anti-oppressive pedagogy and explore tensions in navigating emotionality and discomfort.

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/content/journals/10.58680/ee202332554
2023-04-01
2024-04-24
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References

  1. Chrisman A., & Blackburn M. V. (2019) Interrogating happiness: Unraveling homophobia in the lives of queer youth of color with More Happy than Not. In Ginsberg R. & Glenn W. (Eds.), Engaging with multicultural YA literature in the secondary classroom (pp. 82–92). Routledge.
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  2. Freire P. (1970) Pedagogy of the oppressed. Continuum.
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  3. Kumashiro K. K. (2015) Against common sense: Teaching and learning toward social justice (3rd ed.). Routledge.
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  4. Kumashiro K. (2021, August 5). Understanding the attacks on teaching: A background brief for educators and leaders. https://www.kevinkumashiro.com/attacksonteaching
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  5. Staley S., & Blackburn M. V. (2023) Troubling emotional discomfort: Teaching and learning queerly in teacher education. Teaching and Teacher Education, 124, 1–9.
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  • Article Type: Research Article
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