Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/59476
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Bri McKenzie | en |
dc.contributor.author | Julian Chen | en |
dc.contributor.author | Veliz, Leonardo | en |
local.source.editor | Editor(s): Ethan Trinh, Kate Mastruserio & James Coda | en |
dc.date.accessioned | 2024-05-20T01:11:42Z | - |
dc.date.available | 2024-05-20T01:11:42Z | - |
dc.date.issued | 2024-03 | - |
dc.identifier.citation | Teaching pride forward: Building LGBTQ+ allyship in English language teaching, p. 3-19 | en |
dc.identifier.isbn | 9781953745200 | en |
dc.identifier.isbn | 9781953745217 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/59476 | - |
dc.description.abstract | "A note to our readers: What you are about to read is the result of three-way, organic conversations on queering Australian English for speakers of other languages (ESOL) classrooms undertaken by three practitioner researchers working in Australian higher education. Bri, Julian, and Leonardo embody various gender identities (cisgender, nonbinary), have different ethnicities (White, Asian, Latino), use a variety of pronouns (she/her, they/them, he/ him), and come from diverse disciplinary backgrounds (history, social science, applied linguistics, TESOL). Together, we explore and unpack how our teaching is shaping, and shaped by, our intersectional identities and lived experiences with an awareness of the great need for LGBTQIA+-inclusive education in Australia." | en |
dc.language | en | en |
dc.publisher | TESOL Press | en |
dc.relation.ispartof | Teaching pride forward: Building LGBTQ+ allyship in English language teaching | en |
dc.title | Problematising Intersectionality, Allyship, and Queer Pedagogy in TESOL Down Under: A Trio-ethnographic Approach | en |
dc.type | Book Chapter | en |
local.contributor.firstname | Leonardo | en |
local.profile.school | School of Education | en |
local.profile.email | lveliz@une.edu.au | en |
local.output.category | B1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.publisher.place | United States of America | en |
local.identifier.totalchapters | 12 | en |
local.format.startpage | 3 | en |
local.format.endpage | 19 | en |
local.title.subtitle | A Trio-ethnographic Approach | en |
local.contributor.lastname | Veliz | en |
dc.identifier.staff | une-id:lveliz | en |
local.profile.orcid | 0000-0003-2489-7484 | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:1959.11/59476 | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Problematising Intersectionality, Allyship, and Queer Pedagogy in TESOL Down Under | en |
local.output.categorydescription | B1 Chapter in a Scholarly Book | en |
local.search.author | Bri McKenzie | en |
local.search.author | Julian Chen | en |
local.search.author | Veliz, Leonardo | en |
local.uneassociation | Yes | en |
local.atsiresearch | No | en |
local.isrevision | No | en |
local.sensitive.cultural | No | en |
local.year.published | 2024 | en |
local.fileurl.closedpublished | https://rune.une.edu.au/web/retrieve/4fb70f23-48dc-4c70-9644-f325c585ae1e | en |
local.subject.for2020 | 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) | en |
local.subject.for2020 | 390108 LOTE, ESL and TESOL curriculum and pedagogy | en |
local.subject.seo2020 | 160199 Learner and learning not elsewhere classified | en |
local.subject.seo2020 | 130202 Languages and linguistics | en |
local.subject.seo2020 | 160303 Teacher and instructor development | en |
local.profile.affiliationtype | External Affiliation | en |
local.profile.affiliationtype | External Affiliation | en |
local.profile.affiliationtype | UNE Affiliation | en |
Appears in Collections: | Book Chapter School of Education |
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