Beyond the Classroom Closet explores the lived experiences of LGBTQ+ individuals who work and study in P-12 schools and considers future possibilities for inclusive educational policy in schools.
Platforming the voices of LGBTQ+ teachers and students, this edited collection provides new insights and perspectives on the impact of dealing with heteronormativity, bias, harassment, and discrimination in schools. It also considers the intersections of sexual identity with race, religion, and geography. Each chapter delves into the lived experience of an LGBTQ+ individual teaching and studying in P-12 schools, and offers suggestions and guidance for improving the experience of LGBTQ+ individuals in schools.
This text is important reading for teacher preparation programs as well as courses in LGBTQ+ Studies, Gender Studies, Educational Policy, Social Justice Education, History of Education, and Sociology of Education.
Beyond the Classroom Closet explores the lived experiences of LGBTQ+ individuals who work and study in P-12 schools and considers future possibilities for inclusive educational policy in schools.
1. Whitewashed Sameness: The Lived Experience of a Queer Educator
2. The
World We Build for Them: Reflections of a Queer Teacher
3. The Closet, the
Classroom, and Beyond: A Queer University Chaplain Reflects
4. LGBTQ+ Youth
Experiences in Education: What It Means to be Queer
5. The Experiences and
Perceptions of Harassment and Discrimination of LGBTQ+ Youth in High Schools
6. Beyond Heteronormativity: Building Inclusive Learning Environments for
LGBTQ+ Students in P-12 Schools
7. From Library Board to School Board: How
White Christian Nationalist Discourse Shapes Educational Spaces for LGBTQ+
Youth
8. The Pedagogy of Power: Christian Nationalisms Influence on LGBTQ+
Identities in the P12 Schooling Process
9. Where Is My Safe Space?: LGBTQ+
Educators Perceptions of School Climate
10. Navigating Discrimination: The
Story of Lucy, a Trans Woman in Early Childhood Education Conclusion
Joseph R. Jones, PhD, is Professor of Education and Department Head at Valdosta State University, USA. He received the 2017 Stonewall Service Award from the Conference of College Composition and Communication and the National Council of Teachers of English (NCTE). Grounded in the philosophical frameworks of Michel Foucault, his research examines the ways in which systemic ideologies and institutional structures produce, normalize, and perpetuate educational inequities.
