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Educators Queering Academia

Critical Memoirs


sj Miller and Nelson M. Rodriguez

The memoirs in this collection represent a cross-section of critical reflections by a queerly diverse set of individuals on their experiences inhabiting a variety of spaces within the field of education. In their stories, the authors share how they queered and are continuing to queer the academy in relation to questions of teaching, research, policy, and/or administration. Their memoirs speak across generations of queer educators and scholars; collectively their work highlights an array of theoretical perspectives and methodological approaches. As snapshots in time, the memoirs can be taken up as archive and studied in order to gain perspective on the issues facing queers in the academy across various intersections of identities related to ethnicity, culture, language, (a)gender, (a)sexuality, (dis)ability, socio-economic status, religion, age, veteran status, health status, and more. By way of the memoirs in this volume, a richer body of queer knowledge is offered that can be pulled from and infused into the academic and personal contexts of the work of educators queering academia.
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GENERAL EDITORS Social Justice Across Contexts in Education addresses how teaching for social justice, broadly defined, mediates and disrupts systemic and structural inequities across early childhood, K–12 and postsecondary disciplinary, interdisciplinary and/or transdisciplinary educational contexts. This series includes books exploring how theory informs sustainable pedagogies for social justice curriculum and instruction, and how research, methodology, and assessment can inform equitable and responsive teaching. The series constructs, advances, and supports socially just policies and practices for all individuals and groups across the spectrum of our society’s education system.

Books in this series provide sustainable models for generating theories, research, practices, and tools for social justice across contexts as a means to leverage the psychological, emotional, and cognitive growth for learners and professionals. They position social justice as a fundamental aspect of schooling, and prepare readers to advocate for and prevent social justice from becoming marginalized by reform movements in favor of the corporatization and deprofessionalization of education. The over-arching aim is to establish a true field of social justice education that offers theory, knowledge, and resources for those who seek to help all learners succeed. It speaks for, about, and to classroom teachers, administrators, teacher educators, education researchers, students, and other key constituents who are committed to transforming the landscape of schools and communities.

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