Claiming Space, Identity, and Justice
15. Dismantling Folk Theories and Claiming Space Within aSocial Justice Agenda, by Renée DePalma
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Dismantling Folk Theories and Claiming Space Within a Social Justice Agenda
There are several recurring concerns that inevitably come up when lesbian, gay, bisexual, or transgender (LGBT) people and “children” are mentioned in the same sentence. When the conversation moves into educational contexts, these concerns become even sharper and start to reveal a series of underlying assumptions. While for some educators, “teaching queerly” means actively exploring “taken-for-granted assumptions about diversity, identities, childhood, and prejudice” (Sears, 1999, p. 5), others fear accusations of promoting a “gay agenda” in schools.
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