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Permanent link (DOI): https://doi.org/10.7939/R3DV1CW8N

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Philosophy for Children: Challenging Sexual and Gender Essentialism Through Pedagogical Advocacy Open Access

Descriptions

Other title
Subject/Keyword
queer pedagogy
advocacy
Philosophy for Children
community of inquiry
anti-bullying
postmodernism
critical pedagogy
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Hankey, Jeffrey R
Supervisor and department
Grace, Andre (Educational Psychology)
Examining committee member and department
Jagodzinski, Jan (Secondary Education)
Stewart-Harawira, Makere (Educational Policy Studies)
Department
Department of Educational Policy Studies
Specialization
Theoretical, Cultural, and International Studies in Education
Date accepted
2015-03-31T15:11:57Z
Graduation date
2015-06
Degree
Master of Education
Degree level
Master's
Abstract
School-based bullying is a pervasive issue in Canada, resulting in deplorable physical and psychological outcomes for victims, bullies and bystanders. Sexual and gender minority youth—and anyone perceived to embody variant sexual and gender norms—are especially at risk of abuse. I present evidence to suggest that a community of inquiry such as Philosophy for Children (P4C) has potential to improve the situation; P4C works to collapse sexual and gender dualisms and reconstruct gender epistemologies, providing young learners with a space to discover, together, that sexuality and gender are intricate and multivariate by nature and construction. This manuscript presents a multi-perspective theoretical analysis. It is used to frame P4C by drawing on queer, critical and postmodern theorizing to build pedagogy that addresses ethical concerns around the program while buttressing my central hypothesis that P4C, as pedagogical advocacy, can help prevent homophobic and transphobic bullying.
Language
English
DOI
doi:10.7939/R3DV1CW8N
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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