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LGBTQ+ Studies in Education

Theoretical Interventions in Curriculum and Pedagogy

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  • © 2025

Overview

Editors:
  1. Robert C. Mizzi

    1. University of Manitoba, Winnipeg, Canada

  2. Nelson M. Rodriguez

    1. The College of New Jersey, Ewing, USA

  • Infuses a range of critical perspectives to theoretically reflect on pedagogical/curricular approaches to LGBTQ+ Studies
  • Combines LGBTQ studies and lived experiences to equip educators with tools for inclusive teaching
  • Offers pathways to create inclusive schools through historical insights, programs, and queer joy

Part of the book series: Queer Studies and Education (QSTED)

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About this book

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.

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xv
    Download chapter PDF

  2. Implementing an Interpolative Inquiry Through LGBTQ+ Theoretical Interventions in Curriculum and Pedagogy

    • Robert C. Mizzi, Nelson M. Rodriguez
    Pages 1-12

  3. Intersectional Praxis in Teaching Secondary Social Studies and English Language Arts

    • Susan W. Woolley
    Pages 13-28

  4. Troubling Genders, Disturbing Sexualities: The Perilous Territory of the Pedagogy of Discomfort for Teaching Non-Normative Sexual and Gender Identities

    • Gabrielle Richard
    Pages 29-44

  5. Policy and Practice: Critically Reading and Interpreting Policies to Support LGBTQ+ Curricular Inclusion in K-12 Classrooms

    • Stephen Adam Crawley
    Pages 45-63

  6. Considerations of Capital and Class in Teaching LGBTQ+ Identity Development in Higher Education

    • Marc A. Lo
    Pages 65-81

  7. 2SLGBTQI+ Representations Through Public Pedagogy: Critical Reflections from In-Service Education

    • Robert C. Mizzi, Christopher Campbell
    Pages 83-99

  8. Indigenizing LGBTQ Issues in Education: A Necessary Journey

    • Alicia Lapointe
    Pages 101-116

  9. Gender and Sexuality Diversity-Inclusion and the “Spectre of Fear” in Teacher Education: A New Materialist Framing

    • Jacqueline Ullman, Tania Ferfolja
    Pages 117-133

  10. Critical Literacies in English as a Second Language (ESL) Teaching: Tools for LGBTQ+ Inclusion in Classroom Practices

    • Gustavo Moura
    Pages 135-154

  11. Personal Narratives of Sexual and Gender Diversity

    • Olivier Vallerand, Gilbert Émond
    Pages 155-172

  12. Reflections on Pedagogical and Curricular Approaches to LGBTQ+ Studies in the Undergraduate Classroom: Heterosexuality Studies as a Critical Intervention

    • Nelson M. Rodriguez
    Pages 173-194

  13. Back Matter

    Pages 195-199
    Download chapter PDF
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Editors and Affiliations

  • University of Manitoba, Winnipeg, Canada

    Robert C. Mizzi

  • The College of New Jersey, Ewing, USA

    Nelson M. Rodriguez

About the editors

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.

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Bibliographic Information

  • Book Title: LGBTQ+ Studies in Education

  • Book Subtitle: Theoretical Interventions in Curriculum and Pedagogy

  • Editors: Robert C. Mizzi, Nelson M. Rodriguez

  • Series Title: Queer Studies and Education

  • DOI: https://doi.org/10.1007/978-3-031-85118-6

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025

  • Hardcover ISBN: 978-3-031-85117-9Published: 30 April 2025

  • Softcover ISBN: 978-3-031-85120-9Due: 14 May 2026

  • eBook ISBN: 978-3-031-85118-6Published: 29 April 2025

  • Series ISSN: 2946-2274

  • Series E-ISSN: 2946-2282

  • Edition Number: 1

  • Number of Pages: XV, 199

  • Number of Illustrations: 2 b/w illustrations

  • Topics: Education, general, Curriculum Studies, Queer Studies, Sociology of Education

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