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03914nam a22004695i 4500 |
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20180131091118.0 |
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160621s2016 xxk| s |||| 0|eng d |
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|a 9781137567666
|9 978-1-137-56766-6
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|a 10.1057/978-1-137-56766-6
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|a Teaching, Affirming, and Recognizing Trans and Gender Creative Youth
|h [electronic resource] :
|b A Queer Literacy Framework /
|c edited by sj Miller.
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|a London :
|b Palgrave Macmillan UK :
|b Imprint: Palgrave Macmillan,
|c 2016.
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| 300 |
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|a XXI, 323 p. 30 illus., 15 illus. in color.
|b online resource.
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
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|a text file
|b PDF
|2 rda
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|a Queer Studies and Education
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|a Chapter 1: Why a Queer Literacy Framework Matters: Models for Sustaining (A)Gender Self Determination and Justice in Today’s Schooling Practices -- Chapter 2: Teaching Our Teachers: Trans* and Gender Education in Teacher Preparation and Professional Development -- Chapter 3: Kindergartners Studying Trans* Issues through I am Jazz -- Chapter 4: BEYOND THIS OR THAT: Challenging the Limits of Binary Language in Elementary Education Through Poetry, Word Art and Creative Book Making -- Chapter 5: The Teacher as a Text: Un-centering Normative Gender Identities in the Secondary English Language Arts Classroom -- Chapter 6: The T* in LGBT*: Disrupting Gender Normative School Culture through Young Adult Literature -- Chapter 7: Risks and Resiliency: Trans* Students in the Rural South -- Chapter 8: Introducing (A)gender into Foreign/Second Language Education -- Chapter 9: Exploring Gender Through Ash in the Secondary English Classroom -- Chapter 10: Transitional Memoirs: Reading Using a Queer Cultural Capital Model Summer Pennell -- Chapter 11: Trans* Young Adult Literature for Secondary English Classrooms: Authors Speak Out -- Chapter 12: Puncturing the Silence: Teaching The Laramie Project in the Secondary English Classroom -- Chapter 13: Making Space for Unsanctioned Texts: Teachers and Students Collaborate to Trans*form Writing Assignments -- Chapter 14: Using Queer Pedagogy and Theory to Teach Shakespeare’s Twelfth Night -- Chapter 15: The Non-Conclusion: Trans*ing Education into the Future: This Cannot Wait. .
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|a Winner of the 2017 AERA Division K (Teaching and Teacher Education) Exemplary Research Award This book draws upon a queer literacy framework to map out examples for teaching literacy across pre-K-12 schooling. To date, there are no comprehensive Pre-K-12 texts for literacy teacher educators and theorists to use to show successful models of how practicing classroom teachers affirm differential (a)gender bodied realities across curriculum and schooling practices. This book aims to highlight how these enactments can be made readily conscious to teachers as a reminder that gender normativity has established violent and unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, transgender, intersex, (a)gender/(a)sexual, gender creative, and questioning youth. .
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|a Education.
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| 650 |
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|a Literacy.
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| 650 |
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|a Gender identity in education.
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|a Education.
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| 650 |
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|a Literacy.
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| 650 |
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|a Gender and Education.
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| 700 |
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|a Miller, sj.
|e editor.
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| 710 |
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|a SpringerLink (Online service)
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|t Springer eBooks
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| 776 |
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|i Printed edition:
|z 9781137567659
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| 830 |
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|a Queer Studies and Education
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|u http://dx.doi.org/10.1057/978-1-137-56766-6
|z Full Text via HEAL-Link
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|a ZDB-2-EDA
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| 950 |
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|a Education (Springer-41171)
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