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Table of Contents
Intro; 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
Chapter 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
Chapter 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
Heteronormativity 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
Agency 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
Chapter 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
Chapter 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
Heteronormativity 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
Agency 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