LEADER 01587nam 2200421 a 450 001 9910699114603321 005 20230902162036.0 035 $a(CKB)5470000002400754 035 $a(OCoLC)466685790 035 $a(EXLCZ)995470000002400754 100 $a20091118d1991 ua 0 101 0 $aeng 135 $aurmn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aWildlife and vegetation of unmanaged Douglas-fir forests$b[electronic resource] /$ftechnical editors, Leonard F. Ruggiero ... [and others] 210 1$a[Portland, Or.] :$cPacific Northwest Research Station, U.S.D.A., Forest Service,$d[1991] 215 $a1 online resource (533 pages) $cillustrations (some color), maps (some color) 225 1 $aGeneral technical report ;$vPNW-GTR-285 300 $aTitle from caption title screen (PNRS, viewed Aug. 24, 2009). 300 $a"May 1991." 320 $aIncludes bibliographical references (pages 475-512). 410 0$aGeneral technical report PNW ;$v285. 606 $aForest ecology$zNorthwest, Pacific 606 $aOld growth forests$zNorthwest, Pacific 606 $aDouglas fir$zNorthwest, Pacific 615 0$aForest ecology 615 0$aOld growth forests 615 0$aDouglas fir 701 $aRuggiero$b Leonard F$01414490 712 02$aPacific Northwest Research Station (Portland, Or.) 801 0$bGPO 801 1$bGPO 906 $aBOOK 912 $a9910699114603321 996 $aWildlife and vegetation of unmanaged Douglas-fir forests$93544240 997 $aUNINA LEADER 04635nam 22006615 450 001 9910349347803321 005 20240312123702.0 010 $a9783030190897 010 $a3030190897 024 7 $a10.1007/978-3-030-19089-7 035 $a(CKB)4100000008785988 035 $a(MiAaPQ)EBC5842322 035 $a(DE-He213)978-3-030-19089-7 035 $a(Perlego)3491918 035 $a(EXLCZ)994100000008785988 100 $a20190729d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Interruption of Heteronormativity in Higher Education $eCritical Queer Pedagogies /$fby Michael Seal 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2019. 215 $a1 online resource (298 pages) 225 1 $aQueer Studies and Education,$x2946-2282 311 08$a9783030190880 311 08$a3030190889 327 $aChapter 1. Introduction: Heteronormativity and its interruptions in universities: 'to teach is to be watched' -- SECTION I: Framework and context -- Chapter 2. Heteronormativity in Higher Education: Terminology, Context and Empirical Work -- Chapter 3. Pedagogic framework for interrupting heteronormativity -- Chapter 4. Theoretical framework and key concepts -- SECTION II. Dynamics of heteronormativity within educational settings -- Chapter 5. A Case Study of Institutional Heteronormativity in Higher Education Institutions -- Chapter 6. Dynamics of inter-subjective heteronormativity amongst students in higher education -- Chapter 7. The absent majority? Constructions of heterosexuality within educational settings -- Chapter 8. The present minority: Homonormativity within educational settings -- SECTION III. Interrupting heteronormativity and constructing transgressive and transformative sexualities -- Chapter 9. Coming out: the personal, the political and the pedagogic -- Chapter 10. The coming out imperative: self-revelation as pedagogy -- Chapter 11. Transgressive sexualities and public pedagogies -- Chapter 12. A whole course intersectional team approach to interrupting heteronormativity -- Chapter 13. Educating the Pedagogical Practitioner: The Liminal Spaces of a Queer and Critical Pedagogy -- Chapter 14. Conclusion: Interrupting Heteronormativity in Higher Education?Next Steps. 330 $aThis book examines how heteronormativity in higher education can be interrupted and resisted. Located within the theoretical framework of queer and critical pedagogy and based on extensive empirical research, the author explores the dynamics of heteronormativity and its interruption on professional courses in a range of higher education institutions. Reactions to attempt to interrupt it were nuanced: while strategies of contested engagement, avoidance and retreat were expressed, heterosexualities were largely un-examined and un-articulated. ?Coming out? needs to be a pedagogical act, carried out concurrently with the interruptions of other social constructions and binary oppositions. The author calls for co-created and co-held meta-reflexive and liminal spaces that emphasise inter-subjectivity, encounters, and working in the moment. These spaces must de-construct and reconstruct pedagogical power and knowledge to promote collective intersubjective consciousnesses, and widen the visionof the reflective practitioner to that of the pedagogical practitioner. This pioneering book is a call to action to all those concerned with interrupting and problematising presumed binary categories of sexuality within the heterosexual matrix. 410 0$aQueer Studies and Education,$x2946-2282 606 $aEducation, Higher 606 $aSex 606 $aQueer theory 606 $aEthnology 606 $aSocial service 606 $aHigher Education 606 $aGender Studies 606 $aQueer Studies 606 $aSociocultural Anthropology 606 $aSocial Work 615 0$aEducation, Higher. 615 0$aSex. 615 0$aQueer theory. 615 0$aEthnology. 615 0$aSocial service. 615 14$aHigher Education. 615 24$aGender Studies. 615 24$aQueer Studies. 615 24$aSociocultural Anthropology. 615 24$aSocial Work. 676 $a306.7601 676 $a378.0115 700 $aSeal$b Michael$4aut$4http://id.loc.gov/vocabulary/relators/aut$01060724 906 $aBOOK 912 $a9910349347803321 996 $aThe Interruption of Heteronormativity in Higher Education$92515416 997 $aUNINA