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https://hdl.handle.net/1959.11/59476
Title: | Problematising Intersectionality, Allyship, and Queer Pedagogy in TESOL Down Under: A Trio-ethnographic Approach | Contributor(s): | Bri McKenzie (author); Julian Chen (author); Veliz, Leonardo (author)![]() |
Publication Date: | 2024-03 | Handle Link: | https://hdl.handle.net/1959.11/59476 | 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." | Publication Type: | Book Chapter | Source of Publication: | Teaching pride forward: Building LGBTQ+ allyship in English language teaching, p. 3-19 | Publisher: | TESOL Press | Place of Publication: | United States of America | ISBN: | 9781953745200 9781953745217 |
Fields of Research (FoR) 2020: | 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) 390108 LOTE, ESL and TESOL curriculum and pedagogy |
Socio-Economic Objective (SEO) 2020: | 160199 Learner and learning not elsewhere classified 130202 Languages and linguistics 160303 Teacher and instructor development |
HERDC Category Description: | B1 Chapter in a Scholarly Book | Editor: | Editor(s): Ethan Trinh, Kate Mastruserio & James Coda |
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Appears in Collections: | Book Chapter School of Education |
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