Promoting Inclusive Education Through the Integration of LGBTIQ+ Issues in the Classroom

Promoting Inclusive Education Through the Integration of LGBTIQ+ Issues in the Classroom

Indexed In: SCOPUS
Release Date: July, 2023|Copyright: © 2023 |Pages: 428
DOI: 10.4018/978-1-6684-8243-8
ISBN13: 9781668482438|ISBN10: 1668482436|ISBN13 Softcover: 9781668482476|EISBN13: 9781668482445
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Description & Coverage
Description:

As diversity based on gender identity and sexual orientation remains a target for discrimination, exclusion, and violence in multiple contexts, it is necessary to advocate for comprehensive and quality sexuality and gender education to achieve equity and equality. This co-edited book provides a comprehensive reflection on how education professionals can foster inclusive education in terms of diversity based on gender identity and sexual orientation that impacts positively both LGBTIQ+ and non-LGBTIQ+ students.

Promoting Inclusive Education Through the Integration of LGBTIQ+ Issues in the Classroom offers theoretical considerations and practical examples of how LGBTIQ+ issues can be addressed in education, including instances of curriculum responses, teacher training, and recommendations for supporting LGBTIQ+ students. Its target audience includes international teachers of all areas and educational stages, educators, curriculum developers, instructional designers, principals, school boards, academicians, researchers, administrators, and policymakers. The chapters cover theoretical background, practical examples, and guidelines and recommendations for LGBTIQ+-inclusive education policymaking. This book serves as a reference for anyone interested in making education more inclusive in terms of diversity based on gender identity and sexual orientation.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Academic Reflection
  • Academicians
  • Administrators
  • Curriculum Developers
  • Curriculum Responses
  • Discrimination
  • Educators
  • Equality
  • Equity
  • Exclusion
  • Full Development
  • Inclusive Policies
  • Instructional Designers
  • International Teachers
  • Policymakers
  • Principals
  • Queer Education
  • Researchers
  • Safe Places
  • School Boards
  • Sexuality Education
  • Social Participation
  • Teacher Training
  • Violence
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Editor/Author Biographies
Francisco Javier Palacios-Hidalgo (él/he/him) belongs to the Department of English and German Philologies of the University of Córdoba (Spain). He is a member of the Ibero-American Network of Bilingual and Intercultural Education (IBIE) and the Research Group HUM-1006 ‘Research in Bilingual and Intercultural Education’ (EBeI). His research focuses on the teaching of English as a foreign language, language and bilingual education teacher training, educational technologies, teacher digital literacy and queer pedagogy.
Cristina A. Huertas-Abril belongs to the Department of English and German Studies at the University of Córdoba, Spain. She is an interdisciplinary researcher working mainly within Second Language Acquisition, Bilingual Education, IC Studies and Translation Studies. She has participated in several interdisciplinary teaching innovation projects, and teaches at Master's level at UCO, UCA and UIMP. Moreover, she has taught both in formal and non-formal contents, and has directed and taught several specialization courses on Bilingual Education, Translation Studies and Second Language Acquisition.
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