LGBTQ+ Studies in Education: Theoretical Interventions in Curriculum and Pedagogy
暫譯: 教育中的LGBTQ+研究：課程與教學的理論介入

This edited volume utilizes critical perspectives other than/or in addition to LGBTQ+ studies to facilitate knowledge-building on pedagogical and curricular approaches to LGBTQ+ studies within the context and concerns of promoting LGBTQ+ inclusivity across various educational spaces. Chapters include: intersectional analysis, pedagogies of discomfort, critical theory/critical peace education, critical literacy studies, social class theory, public pedagogy studies, critical theory/critical pedagogy, Indigenous/decolonizing studies, critical posthumanist theory, personal narratives as pedagogy, and critical heterosexuality studies, among other perspectives. Through this collection, the editors and their authors demonstrate that other perspectives (in addition to LGBTQ+ studies) can be equally helpful to teaching practices and curricula that advance LGBTQ+ inclusivity and knowledge production.

Robert C. Mizzi is the Canada Research Chair in Queer, Community, and Diversity Education and Professor in the Faculty of Education at the University of Manitoba, Canada.

Nelson M. Rodriguez is Associate Professor of Women's, Gender, and Sexuality Studies at The College of New Jersey, USA, where he serves as Coordinator of the Sexuality and Queer Studies Program.