Abstract
This chapter explores the importance of and complications with making the needs of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, families, and teachers visible in teacher education curriculum. Three basic processes that force the invisibility upon LGBTQ students and parents are surveyed: repression, normalization, and abjection. The politics of visibility mobilized to resist each of these modes of oppression is examined. Examples of the implications of each of these modes of resistance for public school policy and curriculum are provided. Visibility is acknowledged to be a two-edged concept, as every gesture of inclusiveness risks further erasure of those not exclusively named as included. The chapter concludes that resistance to heteronormativity requires a multifaceted politics of visibility.
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Rosiek, J. (2016). Visibility. In: Rodriguez, N., Martino, W., Ingrey, J., Brockenbrough, E. (eds) Critical Concepts in Queer Studies and Education. Queer Studies and Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-55425-3_43
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DOI: https://doi.org/10.1057/978-1-137-55425-3_43
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