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Record Nr. |
UNINA9910966345003321 |
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Titolo |
Queer theory in education / / edited by William F. Pinar |
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Pubbl/distr/stampa |
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Mahwah, N.J., : L. Erlbaum Associates, 1998 |
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ISBN |
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1-135-70646-8 |
1-282-37842-2 |
9786612378423 |
1-4106-0376-8 |
0-585-11509-5 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (351 p.) |
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Collana |
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Studies in curriculum theory |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Homosexuality and education |
Gay people - Identity |
Lesbians - Identity |
Gay and lesbian studies |
Queer theory |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and indexes. |
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Nota di contenuto |
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Queer Theory in Education; Copyright; Contents; Introduction; Chapter 1 Constructing Knowledge: Educational Research and Gay and Lesbian Studies; Chapter 2 A Generational and Theoretical Analysis of Culture and Male (Homo)Sexuality; Chapter 3 Who Am I? Gay Identity and a Democratic Politics of the Self; Chapter 4 Remember When All the Cars Were Fords and All the Lesbians Were Women? Some Notes on Identity, Mobility, and Capital; Chapter 5 Queering/Querying Pedagogy? Or, Pedagogy Is a Pretty Queer Thing; Chapter 6 Queer Texts and Performativity: Zora, Rap, and Community |
Chapter 7 (Queer) Youth as Political and PedagogicalChapter 8 Appropriating Queerness: Hollywood Sanitation; Chapter 9 Telling Tales of Surprise; Chapter 10 Understanding Curriculum as Gender Text: Notes on Reproduction, Resistance, and Male-MaleRelations; Chapter 11 From the Ridiculous to the Sublime: On Finding Oneself in Educational Research; Chapter 12 Carnal Knowledge: Re-Searching |
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(through) the Sexual Body; Chapter 13 Unresting the Curriculum: Queer Projects, Queer Imaginings; Chapter 14 Queering the Gaze |
Chapter 15 Fantasizing Women in the Women's Studies Classroom: Toward a Symptomatic Reading of NegationChapter 16 On Some Psychical Consequences of AIDS Education; Chapter 17 We "Were Already Ticking and Didn't Even Know" [It]: Early AIDS Works; Chapter 18 Of Mad Men Who Practice Invention to the Brink of Intelligibility; Chapter 19 Autobiography as a Queer Curriculum Practice; About the Contributors; Author Index; Subject Index |
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Sommario/riassunto |
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Theoretical studies in curriculum have begun to move into cultural studies--one vibrant and increasingly visible sector of which is queer theory. Queer Theory in Education brings together the most prominent and promising scholars in the field of education--primarily but not exclusively in curriculum--in the first volume on queer theory in education. In his perceptive introduction, the editor outlines queer theory as it is emerging in the field of education, its significance for all scholars and teachers, and its relation to queer theory in literacy theory and more generally, in the huma |
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2. |
Record Nr. |
UNINA9910962233203321 |
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Titolo |
Preparing for post-secondary education : new roles for governments and families / / edited by Robert Sweet and Paul Anisef |
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Pubbl/distr/stampa |
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Montreal ; ; Ithaca, : McGill-Queen's University Press, c2005 |
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ISBN |
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1-282-86378-9 |
9786612863783 |
0-7735-7317-8 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (317 p.) |
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Altri autori (Persone) |
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SweetRobert Arthur <1943-> |
AnisefPaul |
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Disciplina |
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Soggetti |
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Education, Higher - Canada - Finance |
Postsecondary education - Canada - Finance |
Education, Higher - Parent participation - Canada |
College students - Canada - Finance, Personal |
Education, Higher - Canada - Costs |
Higher education and state - Canada |
Education savings accounts - Canada |
Enseignement superieur - Canada - Finances |
Enseignement postsecondaire - Canada - Finances |
Enseignement superieur - Participation des parents - Canada |
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Etudiants - Canada - Finances personnelles |
Enseignement superieur - Canada - Cout |
Enseignement superieur - Politique gouvernementale - Canada |
Epargne-etudes - Canada |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Intro; Contents; Tables and Figures; Acknowledgments; 1 Changing Partnerships: Families, Schools, and Governments; PART ONE: ACCESS TO PSE: PUBLIC AND PRIVATE COSTS; PART TWO: FAMILIES AND PSE PLANNING; Index; 2 Access to Post-Secondary Education: An Analytical Framework and New Evidence on Background Effects; 3 Accessibility and Student Debt: The Shift from Public to Private Support in Canada; 4 Paying for a University Education: A Comparison of Public and Private Study Costs in Canada, Australia, and Selected European Countries |
5 Financing Lifelong Learning: The Potential and Actual Role of Individual Learning Accounts 6 A Revolution of Expectations? Three Key Trends in the SAEP Data; 7 Distributing Scarce Resources: Parental Investment in Their Children's Post-Secondary Education; 8 The Effects of Region and Gender on Educational Planning in Canadian Families; 9 Family Structure, Child Well-being, and Post-Secondary Saving: The Effect of Social Capital on the Child's Acquisition of Human Capital; 10 Parental Involvement in the Creation of Home-Learning Environments: Gender and Class Patterns |
11 Exploring Limits to Parents' Involvement in Homework12 Educational Planning in Families: Issues and Future Research Directions; A; B; C; D; E; F; G; H; I; L; P; R; S; T; U |
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Sommario/riassunto |
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Most Canadian parents have had to assume a larger share of the financial costs of their children's post-secondary education because of declining government funding and changing loans and bursary programs. Preparing for Post-Secondary Education considers the impact of increased private support and the planning strategies parents use based on information from a 1999 Statistics Canada national survey of 34,000 households. The contributors begin by examining changes to national and international educational funding policies and the relationship between public and private costs. They focus on the role of families in marshaling the necessary resources, demonstrating that access to post-secondary education is also determined by social capital. The authors conclude that new partnerships between parents, the state, and schools are redefining the various players' roles and commitments to the educational futures of Canadian children. Contributors include the late Stephen Bell (York University), Scott Davies (McMaster University), Ross Finnie (Queen's University), George Frempong (York University), Dianne Looker (Acadia University), Nancy Mandell (York University), Sheila Marshall (University of British Columbia), Hans Schuetze (University of British Columbia), Victor Thiessen (Dalhousie University), Jim White (University of British Columbia), and Jamie Wood (University of British Columbia). |
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