A queer arrangement of school Using spatiality to understand inequity

This manuscript contributes to a discussion of how to meaningfully engage issues of sexuality in the curriculum. Noting the struggle to create social change through the inclusion of LGBQ people and events, the manuscript is premised on what we might learn about equity and change by locating the stud...

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Bibliographic Details
Published inJournal of curriculum studies Vol. 47; no. 2; pp. 253 - 273
Main Author Schmidt, Sandra J
Format Journal Article
LanguageEnglish
Published London Routledge 04.03.2015
Taylor & Francis Ltd
Subjects
Coding
critical geography
Curricula
Educational Environment
Educational Practices
Environmental Influences
Equal Education
equity
Gays & lesbians
Geografie
Gerechtigkeit
Grade 10
High School Students
Homosexuality
Inequality
Interviews
Minority Group Students
Qualitative Research
queer geography
queer theory
Raum
Schule
Sex Education
Sexual Identity
Sexual Orientation
Sexuality
Social change
Social Influences
Social integration
Social Theories
Space Utilization
spatial theory
Student Surveys
Theorie
United States (Southeast)
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Summary:This manuscript contributes to a discussion of how to meaningfully engage issues of sexuality in the curriculum. Noting the struggle to create social change through the inclusion of LGBQ people and events, the manuscript is premised on what we might learn about equity and change by locating the study of inequity in how it is etched into and reproduced through engagements with space. The manuscript uses a mapping study to explore how students produce school in contested and multiple ways. This method is both model for how to engage with space in the curriculum and as a tool that changes how we recognize queer subjects in our discussions of equity and inclusion.
Bibliography:SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:0022-0272
1366-5839
1366-5839
DOI:10.1080/00220272.2014.986764