Queer Theory, Intersectionality, and LGBT-Parent Families: Transformative Critical Pedagogy in Family Theory
Queer Theory, Intersectionality, and LGBT-Parent Families: Transformative Critical Pedagogy in Family Theory
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DOI：
10.1111/jftr.12127
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发表时间：
2016-03-01
影响因子：
4.5
通讯作者：
Lloyd, Sally A.
中科院分区：
文献类型：
--
作者：
Few-Demo, April L.;Humble, Aine M.;Lloyd, Sally A.
我们讨论了如何移动家庭研究领域和家庭理论的教学，从覆盖LGBT父母家庭存在的“事实”到结合了概念工具，语言和酷儿和交叉性理论的理论见解的批判性对话。我们试图通过提出一个课程变化的模式，从LGBT父母排斥，LGBT父母家庭的补偿性增加，LGBT父母家庭作为弱势群体，以关注酷儿和交叉奖学金和持续的后现代范式转变的家庭研究理论课程的教学，移动这个对话。我们讨论了教师如何能够从事关键的女权主义为导向的自我反思和转型教学法。
We discuss how to move the family studies field and the teaching of family theories from covering the "facts" that LGBT-parent families exist to a critical conversation that incorporates conceptual tools, language, and theoretical insights from queer and intersectionality theories. We attempt to move this conversation by presenting a model of curricular change for teaching family studies theories courses that shifts from LGBT-parent exclusion, compensatory addition of LGBT-parent families, and LGBT-parent families as disadvantaged to a focus on queer and intersectional scholarship and a continuing postmodern paradigm shift. We discuss how instructors can engage in critical feminist-oriented self-reflexivity and transformational pedagogy.