Gay voices without intersectionality is White supremacy: narratives of gay and lesbian teachers of color on teaching and learning

The primary objective of this collection is to document the lived experiences of queer teachers of color who work in P-20 education, as a means of identifying and analyzing how the intersections of race, gender, and sexuality impact teaching dispositions and lived struggles. Similar to Anzaldua, Tat...

Full description

Saved in:

Bibliographic Details
Published in:	International journal of qualitative studies in education Vol. 33; no. 6; pp. 583 - 592
Main Authors:	Bracho, Christian A., Hayes, Cleveland
Format:	Journal Article
Language:	English
Published:	Abingdon Routledge 02-07-2020 Taylor & Francis Ltd
Subjects:	Activism African American Teachers auto-ethnographic Autobiographies Autoethnography College Faculty critical race theory Critical Theory Educational Research Elementary School Teachers Ethnography LGBTQ People Minority Group Teachers Professional Identity Queer studies Race Racial Identification Secondary School Teachers Sexual Identity Sexuality Teaching Experience
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

Description
Summary:	The primary objective of this collection is to document the lived experiences of queer teachers of color who work in P-20 education, as a means of identifying and analyzing how the intersections of race, gender, and sexuality impact teaching dispositions and lived struggles. Similar to Anzaldua, Tate, and Valadez and Elsbree call for 'queer border crossings', working across epistemological boundaries and frameworks; the articles presented here cross many disciplinary borders by connecting with individuals across different cultural contexts, in effect breaking pervasive silences of LGB people of color in educational research.
ISSN:	0951-8398 1366-5898
DOI:	10.1080/09518398.2020.1751897