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Books on the topic 'LGBTQI education'

Author: Grafiati
Published: 29 June 2021
Last updated: 1 February 2022

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1

Bloomfield, Veronica E. LGBTQ Voices in Education. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315643403.

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2

LGBTQ issues in education: Advancing a research agenda. Washington, DC: American Educational Research Association, 2015.

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3

Robert), Cahill Sean (Sean, ed. LGBT youth in America's schools. Ann Arbor: The University of Michigan Press, 2012.

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4

1950-, Crowley M. Sue, and Bertram Corrine, eds. Between progress and marginalization: LGBTQ youth in and out of school. New York: Peter Lang, 2010.

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5

Dignity for all: Safeguarding LGBT students. Thousand Oaks, Calif: Corwin Press, 2012.

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6

Dračo, Ivana. Prava LGBT osoba u Bosni i Hercegovini: Obrazovanje. Sarajevo: Fondacija Heinrich Boll, 2013.

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7

Gay, Lesbian and Straight Education Network. The GLSEN workbook: A developmental model for assessing, describing and improving schools for lesbian, gay, bisexual and transgender (LGBT) people. New York, N.Y: GLSEN, 2001.

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8

Lanse, Hal W. The rainbow curriculum: Teaching teens about LGBT issues. [S. l.]: Queer Street Books, 2012.

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9

Gerri, August, and Kennedy Megan S, eds. Safe spaces: Making schools and communities welcoming to LGBT youth. Santa Barbara, Calif: Praeger, 2011.

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10

A culturally proficient response to LGBT communities: A guide for educators. Thousand Oaks, Calif: Corwin, 2013.

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11

LGBTQ Youth and Education Multicultural Education Series. Teachers' College Press, 2013.

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12

Lgbtq Youth And Education Policies And Practices. Teachers' College Press, 2013.

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13

Camicia, Steven. Critical Democratic Education and LGBTQ-Inclusive Curriculum. Routledge, 2016. http://dx.doi.org/10.4324/9781315885254.

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14

Choi, Susan. My Education. Blackstone Audio, Inc., 2013.

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15

Choi, Susan. My education. 2013.

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16

My education. 2013.

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17

Wimberly, George L., ed. LGBTQ Issues in Education: Advancing a Research Agenda. American Educational Research Association, 2015. http://dx.doi.org/10.3102/978-0-935302-36-3.

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18

Choi, Susan. My Education: A Novel. Short Books, Limited, 2013.

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19

Choi, Susan. My Education: A Novel. Short Books, Limited, 2013.

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20

Safe zones: Training allies of LGBTQIA+ young adults. Rowman & Littlefield Publishers, 2016.

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21

LGBTQ voices in education: Changing the culture of schooling. Routledge, 2016.

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22

Camicia, Steven P. Critical Democratic Education and LGBTQ-Inclusive Curriculum: Opportunities and Constraints. Taylor & Francis Group, 2016.

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23

Camicia, Steven P. Critical Democratic Education and LGBTQ-Inclusive Curriculum: Opportunities and Constraints. Taylor & Francis Group, 2016.

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24

Camicia, Steven P. Critical Democratic Education and LGBTQ-Inclusive Curriculum: Opportunities and Constraints. Taylor & Francis Group, 2016.

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25

Camicia, Steven P. Critical Democratic Education and LGBTQ-Inclusive Curriculum: Opportunities and Constraints. Taylor & Francis Group, 2016.

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26

Dixon, Kathryn, April Sanders, and Laura Isbell. Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy. IGI Global, 2019.

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27

Dixon, Kathryn, April Sanders, and Laura Isbell. Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy. IGI Global, 2019.

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28

Guide to LGBTQ+ Inclusion on Campus, Post-Pulse. Lang AG International Academic Publishers, Peter, 2015.

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29

Lgbtq Curriculum and Heteronormativity in the Classroom: Democratic Education as Social Change. Taylor & Francis Group, 2016.

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30

Safe is not enough: Better schools for LGBTQ students. Harvard Education Press, 2016.

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31

author, Tayler Kath, ed. LGBT diversity and inclusion in early years education. Routledge, 2015.

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32

Price, Deborah, and Kath Tayler. LGBT Diversity and Inclusion in Early Years Education. Routledge, 2015. http://dx.doi.org/10.4324/9781315747736.

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33

Carter, Bruce. Intersectionalities. Edited by Colleen M. Conway. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199844272.013.028_update_001.

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The purpose of this chapter is to broadly explore several intersections of the social world and music education as investigated through qualitative methodologies. Specifically, this chapter will examine topics of LGBT2Q studies, gender studies, and feminist studies within music education research. The summary includes a call for more sociological research utilizing multidimensional approaches to studying marginalized communities.
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34

Expanding the circle: Creating an inclusive environment in higher education for LGBTQ students and studies. State University of New York Press, 2015.

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35

Richardson, Lisa, Sharon Verner Chappell, and Karyl E. Ketchum. Gender Diversity and LGBTQ Inclusion in K-12 Schools: A Guide to Supporting Students, Changing Lives. Taylor & Francis Group, 2018.

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36

Gender Diversity and LGBTQ Inclusion in K-12 Schools: A Guide to Supporting Students, Changing Lives. Taylor & Francis Group, 2018.

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37

Beyer, Gerald J. Just Universities. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823289967.001.0001.

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Gerald J. Beyer’s Just Universities discusses ways that U.S. Catholic institutions of higher education have embodied or failed to embody Catholic social teaching in their campus policies and practices. Beyer argues that the corporatization of the university has infected U.S. higher education with hyper-individualistic models and practices, which hinder the ability of Catholic institutions to create an environment imbued with bedrock values and principles of CST such as respect for human rights, solidarity, and justice. Beyer problematizes corporatized higher education and shows how it has adversely impacted efforts on Catholic campuses to promote worker justice on campus, equitable admissions, financial aid, and retention policies, diversity and inclusion policies that treat people of color, women, and LGBTQ persons as full community members, just investment, and stewardship of resources and the environment. Just Universities represents a unique contribution to the discussion of mission and identity in Catholic higher education, which almost exclusively focuses on issues such as curriculum, philosophy of education, and religious rituals on campus, while overlooking the obligation to promote justice and human dignity both beyond and within the institution’s walls. By critiquing failures to embody Catholic social teaching on campuses, commending already existent promising practices, and proposing ways in which Catholic colleges can foster stronger commitment to CST, Just Universities illustrates how Catholic social teaching can undergird a just model of higher education in the age of the corporatized university.
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38

Renn, Kristen A., G. Blue Brazelton, and Dafina Lazarus Stewart. Gender and Sexual Diversity in U. S. Higher Education : Contexts and Opportunities for LGBTQ College Students: New Directions for Student Services, Number 152. Wiley & Sons, Incorporated, John, 2015.

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39

Renn, Kristen A., G. Blue Brazelton, and Dafina Lazarus Stewart. Gender and Sexual Diversity in U. S. Higher Education : Contexts and Opportunities for LGBTQ College Students: New Directions for Student Services, Number 152. Wiley & Sons, Incorporated, John, 2015.

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40

Russell, Stephen T., and Stacey S. Horn, eds. Sexual Orientation, Gender Identity, and Schooling. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199387656.001.0001.

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Studies of lesbian, gay, bisexual, and transgender (LGBT) youth show them to be at risk for some of the greatest difficulties experienced by adolescents: many of those problems have been traced directly to negative experiences in schooling. After more than a decade of research focused on the experiences of LGBT students in schools, a new generation of studies has begun to identify characteristics of schools that are associated with inclusion and safety for LGBT students, including practices and policies that are associated with positive school climate and student well-being. This book brings together contributions from a diverse group of researchers, policy analysts, and education practitioners from around the world to synthesize the implications for practice and policy of contemporary research on sexual orientation, gender identity, and schooling. It draws from multiple disciplinary perspectives and field vantage points and represents perspectives from around the world and from diverse sociocultural contexts. Included are syntheses of key areas of research relevant to SOGI issues in schooling, reviews and examples of new models and approaches for educational practice from around the world, case studies of innovative analyses or reflections on approaches to transformational policy and practice, specific examples of the application of research to change practice and policy, and case studies of efforts that take place at the nexus of research, practice, and policy. The fundamental goal of the book is to advance SOGI social justice through strengthening the relationship between research, practice, and policy to support LGBT students and schools.
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41

Bayly, Michael J. Creating Safe Environments for Lgbt Students: A Catholic Schools Perspective. Harrington Park Press, 2007.

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42

Bayly, Michael J. Creating Safe Environments for LGBT Students: A Catholic Schools Perspective. Taylor & Francis Group, 2016.

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43

Windmeyer, Shane L. The Advocate College Guide for LGBT Students. Alyson Publications, Inc., 2006.

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44

Shane, Kryss. Educator's Guide to LGBT+ Inclusion: A Practical Resource for K-12 Teachers, Administrators, and School Support Staff. Kingsley Publishers, Jessica, 2020.

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45

Educator's Guide to LGBT+ Inclusion: A Practical Resource for K-12 Teachers, Administrators and School Support Staff. Kingsley Publishers, Jessica, 2020.

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46

Chávez, Karma R. Coming Out as Coalitional Gesture? University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038105.003.0004.

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This chapter discusses how appropriation of the LGBTQ rights strategy offers a unique way for understanding how coalitional rhetorics can both gesture to inclusionary and utopian politics and offer an alternative to both. It explores activism for the DREAM (Development, Relief, and Education for Alien Minors) Act, which would provide a pathway to citizenship for select undocumented youth. Such activism has been both highly utopian in its deployment of the “DREAM” metaphor and simultaneously normative in the type of inclusion the DREAM Act seeks and to whom it would provide inclusion. DREAM activism has also spurred other uses of the coming out strategy, including the development of “undocuqueer” activism and counter-DREAM activism, both of which turn toward coalition beyond the initial appropriation.
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47

Carlile, Anna, and Elly Barnes. How to Transform Your School into an LGBT+ Friendly Place: A Practical Guide for Nursery, Primary and Secondary Teachers. Kingsley Publishers, Jessica, 2018.

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48

De Witte, Kristof, Oliver Holz, and Lotte Geunis, eds. Somewhere over the rainbow. Discussions on homosexuality in education across Europe. Waxmann Verlag GmbH, 2018. http://dx.doi.org/10.31244/9783830987475.

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Schools should offer a safe and secure environment for all young people to develop, to learn, and to thrive. Sadly, for many, they fall short. Homophobic and transphobic behaviour is still painfully common in schools across Europe. A significant number of LGBT pupils experience homophobic and transphobic bullying, and they are more likely to experience violence than heterosexual peers. This publication explores the underlying attitudes towards homosexuality in eight European countries: Belgium, Germany, Hungary, Poland, Spain, the Netherlands, the United Kingdom and Turkey. It is the product of a strategic partnership (KA2) between fifteen European secondary and higher education institutions, launched in 2016 under the auspices of the European Commisson’s ERASMUS+ programme. The project supported by this partnership, Homo’poly, promotes greater understanding and acceptance of homosexuality with the explicit aim of improving the school life of LGB pupils.
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49

Queer and Trans Perspectives on Teaching LGBT-Themed Texts in Schools. Taylor & Francis Group, 2017.

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50

A Manual For Nothing. Las Cruces, New Mexico: Noemi Press, 2017.

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