2014/12/10 by Sandra J. Schmidt · 1 citation
Psychology · Social Sciences · #Critical Race Theory in Education #Gender Roles and Identity Studies #LGBTQ Health, Identity, and Policy
paper · doi:10.1080/00220272.2014.986764
crossref issued 2014/12/10 · crossref published 2014/12/10 · crossref published-online 2014/12/10 · openalex publication_date 2014/12/10 · crossref created 2014/12/10 · crossref published-print 2015/03/04 · crossref deposited 2025/04/09 · openalex created_date 2025/10/10 · crossref indexed 2026/07/30 · openalex updated_date 2026/07/30
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.