PART 1 -- Chapter 1 – Introduction -- Chapter 2 – Troubling Anti-Oppressive Education -- Chapter 3 – The Research -- PART 2 -- Chapter 4 – LGB learners visible and invisible -- Chapter 5 –Shifting positions of Inclusion -- Chapter 6 – Troubling the Agency-Victimhood trope in LGB Youth Research -- Chapter 7 – Compulsory Heterosexuality -- PART 3 -- Chapter 8 – Conclusion. .

In this book, Francis highlights the tension between inclusion and sexual orientation, using this tension as an entry to explore how LGB youth experience schooling. Drawing on research with teachers and LGB youth, this book troubles the teaching and learning of sexuality diversity and, by doing so, provides a critical exploration and analysis of how curriculum, pedagogy, and policy reproduces compulsory heterosexuality in schools. The book makes visible the challenges of teaching sexuality diversity in South African schools while highlighting its potential for rethinking conceptions of the social and cultural representations thereof. Francis links questions of policy and practice to wider issues of society, sexuality, social justice and highlights its implications for teaching and learning. The author encourages policy makers, teachers, and scholars of sexualities and education to develop further questions and informed action to challenge heteronormativity and heterosexism. .

Available to subscribing member institutions only. Доступно лише організаціям членам підписки.

Online access from local network of NaUOA.

Online access with authorization at https://link.springer.com/

Онлайн-доступ з локальної мережі НаУОА.

Онлайн доступ з авторизацією на https://link.springer.com/