Call for Chapters: Promoting Inclusive Education Through the Integration of LGBTIQ+ Issues in the Classroom

Editors

Francisco Javier Palacios-Hidalgo, University of Córdoba, Spain
Cristina A. Huertas-Abril, University of Córdoba, Spain

Call for Chapters

Proposals Submission Deadline: January 10, 2023
Full Chapters Due: April 1, 2023
Submission Date: April 1, 2023

Introduction

Recently, there have been important advances in the protection of the rights of LGBTIQ+ people (Johnson, 2022), as well as in their acceptance in some countries (Flores, 2021). However, diversity based on gender identity and sexual orientation continues to be a target for discrimination, exclusion, and violence in multiple contexts. In this sense, the implementation of inclusive educational policies seems to be an unquestionably relevant challenge today, since the free social participation and full development of individuals from different social and cultural groups and with different orientations and identities can only be achieved through equity and equality. It is necessary then to advocate for comprehensive and quality sexuality and gender education, a type of education that promotes the visibility of diversity based on gender identity and sexual orientation in schools and that supports actions to make educational centers safe places where new generations can develop the skills that will allow them to live safe and fulfilling lives (UNESCO, 2018, 2019). Considering that research urges teachers and educators to address issues related to the reality of the LGBTIQ+ community at different educational stages (e.g., Paiz, 2021), this co-edited book aims at providing a series of theoretical considerations and practical examples of how LGBTIQ+ issues can be addressed in education. It also seeks to serve as a critical publication that provides a comprehensive reflection on how teachers of all areas and educational stages, educators, curriculum developers, instructional designers, principals, school boards, academicians, researchers, administrators, and policymakers can foster inclusive education in terms of diversity based on gender identity and sexual orientation that impacts positively LGBTIQ+ and non-LGBTIQ+ students. References: Flores, A. R. (2021). Social acceptance of LGBTI people in 175 countries and locations. 1981 to 2020. Williams Institute. https://bit.ly/3N4ZfBY Johnson, P. (2022). LGBT rights at the Council of Europe and the European Court of Human Rights. In J. Marshall (Ed.), Personal identity and the European Court of Human Rights (pp. 1–32). Routledge. Paiz, J. M. (2021). Introducing LGBTQ+ issues: Dynamic classroom negotiations for ELT practitioners. In Ł. Pakuła (Ed.), Linguistic perspectives on sexuality in education: Representations, constructions and negotiations (pp. 399–425). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-64030-9_14 UNESCO. (2018). International technical guidance on sexuality education. An evidence-informed approach. UNESCO. https://bit.ly/2NX4KG4 UNESCO. (2019). Gender report: Building bridges for gender equality. UNESCO. https://bit.ly/31RjVJg

Objective

This co-edited book will aim at compiling relevant theoretical considerations and practical examples of how LGBTIQ+ issues can be addressed in education. It will provide research on the inclusion of LGBTIQ+ issues in the classroom and teacher training for this purpose, as well as instances of curriculum responses to support the inclusion of these issues and recommendations for supporting LGBTIQ+ students through inclusive and/or queer education. Ultimately, this co-edited book will serve as 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 LGBTIQ+ and non-LGBTIQ+ students.

Target Audience

One of the main advantages of this proposal is that this co-edited book is not limited to specific borders or specific educational contexts. The target audience (such as curriculum developers, instructional designers, principals, school boards, academicians, administrators, and policymakers) may have the opportunity to read this book and use it as a reference. However, the main portion of the target population will be international teachers of all areas and educational stages, educators and researchers interested in making education more inclusive in terms of diversity based on gender identity and sexual orientation. Moreover, this co-edited book could be used as a supplemental text in undergraduate or graduate courses in teacher education programs.

Recommended Topics

The proposed chapters may be focused on, but not limited to: - Theoretical background for including LGBTIQ+ issues in the classroom. - Theoretical background for training teachers to integrate the teaching of LGBTIQ+ issues within their professional practice. - Theoretical background for addressing identities in global education. - Practical examples of how to include LGBTIQ+ issues in the classroom. - Practical examples of how to train teachers to integrate the teaching of LGBTIQ+ issues within their professional practice. - Practical examples of how to address identities in global education. - Guidelines and recommendations for supporting LGBTIQ+ students through inclusive and/or queer education. - Guidelines and recommendations for LGBTIQ+-inclusive education policymaking. - Curriculum responses to support the inclusion of LGBTIQ+ issues in classrooms.

Submission Procedure

Researchers and practitioners are invited to submit on or before January 10, 2023, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Full chapters are expected to be submitted by April 1, 2023, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Promoting Inclusive Education Through the Integration of LGBTIQ+ Issues in the Classroom. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.



Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2023.



Important Dates

January 10, 2023: Proposal Submission Deadline
April 1, 2023: Full Chapter Submission
May 28, 2023: Review Results Returned
July 11, 2023: Final Acceptance Notification
July 25, 2023: Final Chapter Submission



Inquiries

Francisco Javier Palacios-Hidalgo
University of Córdoba (Spain)
francisco.palacios@uco.es

Cristina A. Huertas-Abril
University of Córdoba (Spain)
cristina.huertas@uco.es



Classifications


Education; Social Sciences and Humanities
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