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Recognition, responsibility, and risk: Pre-service teachers' framing and reframing of lesbian, gay, and bisexual social justice issues
16 references·4 citing·33 second hop
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References

  • 1994Qualitative Data Analysis: An Expanded Sourcebook48,401 cited
  • 2003Redistribution or Recognition?: A Political-Philosophical Exchange3,444 cited
  • 1994The making of men: Masculinities, sexualities and schooling.1,255 cited
  • 1998From Redistribution to Recognition? Dilemmas of Justice in a ‘Post-Socialist’ Age1,107 cited
  • 1998Social justice in the age of identity politics: redistribution, recognition, participation785 cited
  • 2019What Is Curriculum Theory?723 cited
  • 2004What is curriculum theory?586 cited
  • 2008What we're teaching teachers: An analysis of multicultural teacher education coursework syllabi477 cited
  • 1996Constructing Social Research.453 cited
  • 1992Analyzing the curriculum299 cited
  • 1994Constructing social research298 cited
  • 1998Theorizing multiculturalism : a guide to the current debate186 cited
  • 2007Schooling cultures: institutionalizing heteronormativity and heterosexism169 cited
  • 2011Teaching About Heterosexism: Challenging Homophobia in South Africa163 cited
  • 2009Preparing LGBTQ-allies and combating homophobia in a U.S. teacher education program128 cited

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2003
Toward a consistent stance in teaching for equity: learning to advocate for Lesbian- and Gay-identified youth
123 cited

Cited by

  • 2019Positioning children's literature to confront the persistent avoidance of LGBTQ topics among elementary preservice teachers30 cited
  • 2017Sex and gender in transition in US schools: ways forward26 cited
  • 2016Sexualities of initial teacher education applicants in the Republic of Ireland: addressing the hidden dimension of diversity in teaching23 cited
  • 2014The Teaching of Sexual and Gender Diversity Issues to Pre-service Teachers at the University of KwaZulu-Natal: Lessons from Student Exam Responses20 cited