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000913115 020__ $$a9783030190897$$q(electronic book)
000913115 020__ $$a3030190897$$q(electronic book)
000913115 020__ $$z9783030190880
000913115 035__ $$aSP(OCoLC)on1111510968
000913115 035__ $$aSP(OCoLC)1111510968
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000913115 049__ $$aISEA
000913115 050_4 $$aLC2574.6$$b.S43 2019
000913115 08204 $$a378.0115$$223
000913115 1001_ $$aSeal, Michael,$$eauthor.
000913115 24514 $$aThe interruption of heteronormativity in higher education :$$bcritical queer pedagogies /$$cMichael Seal.
000913115 264_1 $$aCham, Switzerland :$$bPalgrave Macmillan,$$c[2019]
000913115 264_4 $$c©2019
000913115 300__ $$a1 online resource (298 pages)
000913115 336__ $$atext$$btxt$$2rdacontent
000913115 337__ $$acomputer$$bc$$2rdamedia
000913115 338__ $$aonline resource$$bcr$$2rdacarrier
000913115 4901_ $$aQueer studies and education
000913115 504__ $$aIncludes bibliographical references and index.
000913115 5050_ $$aIntro; Acknowledgements; Contents; 1: Introduction: Heteronormativity and Its Interruption in Universities: 'To Teach Is to Be Watched'; Aims and Scope of the Book; The Context of Its Writing; Who Is This Book For?; Outline of the Book; Part I: Framework and Context; Chapter 2: Heteronormativity in Higher Education: Terminology, Context and Empirical Work for This Book; Chapter 3: Pedagogic Framework for Interrupting Heteronormativity; Chapter 4: Theoretical Framework and Key Concepts; Part II: Dynamics of Heteronormativity Within Educational Settings
000913115 5058_ $$aChapter 5: A Case Study of Institutional Heteronormativity in Higher Education InstitutionsChapter 6: Dynamics of Intersubjective Heteronormativity Amongst Students in Higher Education; Chapter 7: The Absent Majority? Constructions of Heterosexuality Within Educational Settings; Chapter 8: The Present Minority: Homonormativity Within Educational Settings; Part III: Interrupting Heteronormativity and Constructing Transgressive and Transformative Sexualities; Chapter 9: Coming Out: The Personal, the Political, and the Pedagogic; Chapter 10: The Coming Out Imperative: Self-revelation as Pedagogy
000913115 5058_ $$aChapter 11: Transformative Sexualities and Public PedagogiesChapter 12: A Whole Course Intersectional Team Approach to Interrupting Heteronormativity; Chapter 13: Educating the Pedagogical Practitioner: The Liminal Spaces of a Queer and Critical Pedagogy; Chapter 14: Conclusion: Interrupting Heteronormativity in Higher Education-Next Steps; References; Part I: Framework and Context; 2: Heteronormativity in Higher Education: Terminology, Context and Empirical Work; An Exploration of Terms; Sexuality; Homophobia and Heterosexism; Heteronormativity; The Contribution of Queer Theory
000913115 5058_ $$aHeteronormativity in Higher EducationEmpirical Work; Situating S-STEP Within the Research Paradigms; Methods; Ethics; Data Analysis; References; 3: Pedagogic Framework for Interrupting Heteronormativity; The Interruption of Heteronormativity; The Use of Self as a Pedagogic Tool; Post-closet/Gay Discourse; Critical Pedagogy; Queer Pedagogy; Transgressive Heterosexualities and Transgressive Heterosexuals; References; 4: Theoretical Framework and Key Concepts; Framework for Analysis of Heteronormativity; Situating Interrupting Heteronormativity Within Critical Realism
000913115 5058_ $$aAgency and the Usefulness of TemporalityA Typology of Reflectors; Resonance with the Notion of Praxis; Framework for Intervention: From Reflective Practice to the Pedagogical Practitioner; Double Consciousness; References; Part II: Dynamics of Heteronormativity Within Educational Settings; 5: A Case Study of Institutional Heteronormativity in Higher Education Institutions; The Institutional Context; The Course Context: The Performance of Being a Youth and Community Worker; Touchpoints: Performativity, Toilets, Heterosexual Retreats, and Emerging Double Consciousness
000913115 506__ $$aAccess limited to authorized users.
000913115 520__ $$aThis book examines how heteronormativity in higher education can be interrupted and resisted. Located within the theoretical framework of queer and critical pedagogy and based on extensive empirical research, the author explores the dynamics of heteronormativity and its interruption on professional courses in a range of higher education institutions. Reactions to attempt to interrupt it were nuanced: while strategies of contested engagement, avoidance and retreat were expressed, heterosexualities were largely un-examined and un-articulated. 'Coming out' needs to be a pedagogical act, carried out concurrently with the interruptions of other social constructions and binary oppositions. The author calls for co-created and co-held meta-reflexive and liminal spaces that emphasise inter-subjectivity, encounters, and working in the moment. These spaces must de-construct and reconstruct pedagogical power and knowledge to promote collective intersubjective consciousnesses, and widen the vision of the reflective practitioner to that of the pedagogical practitioner. This pioneering book is a call to action to all those concerned with interrupting and problematising presumed binary categories of sexuality within the heterosexual matrix.
000913115 588__ $$aOnline resource; title from PDF title page (viewed September 3, 2019)
000913115 650_0 $$aSexual minorities in higher education.
000913115 650_0 $$aCritical pedagogy.
000913115 830_0 $$aQueer studies and education.
000913115 852__ $$bebk
000913115 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-030-19089-7$$zOnline Access$$91397441.1
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000913115 980__ $$aEBOOK
000913115 980__ $$aBIB
000913115 982__ $$aEbook
000913115 983__ $$aOnline
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