Beyond the Classroom Closet

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anti-bias education
Bisexual
Category=JNAM
Category=JNF
Category=JNMT
Culture
Diversity
Education
educational equity policy
Educator
Educators
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eq_nobargain
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Equity
Gay
Gender
History of Education
Inclusion
Inclusive
inclusive schooling practices
Intersectional
intersectional identity studies
K-12
K12
Lesbian
LGBT
LGBT History
LGBTQ
LGBTQIA+
P-12
P12
Perspectives
Queer
queer pedagogy
School
school climate research
Schooling
Schools
Sexuality
Stonewall
Stories
Student
Teacher
teacher preparation curriculum
Teachers
Teaching
Trans
Transgender
Voices

Product details

  • ISBN 9781041020103
  • Weight: 440g
  • Dimensions: 152 x 229mm
  • Publication Date: 17 Apr 2026
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Beyond the Classroom Closet explores the lived experiences of LGBTQ+ individuals who work and study in P-12 schools and considers future possibilities for inclusive educational policy in schools.

Platforming the voices of LGBTQ+ teachers and students, this edited collection provides new insights and perspectives on the impact of dealing with heteronormativity, bias, harassment, and discrimination in schools. It also considers the intersections of sexual identity with race, religion, and geography. Each chapter delves into the lived experience of an LGBTQ+ individual teaching and studying in P-12 schools and offers suggestions and guidance for improving the experience of LGBTQ+ individuals in schools.

This text is important reading for teacher preparation programs as well as courses in LGBTQ+ Studies, Gender Studies, Educational Policy, Social Justice Education, History of Education, and Sociology of Education.

Joseph R. Jones, PhD, is Professor of Education and Department Head at Valdosta State University, USA. He received the 2017 Stonewall Service Award from the Conference of College Composition and Communication and the National Council of Teachers of English (NCTE). Grounded in the philosophical frameworks of Michel Foucault, his research examines the ways in which systemic ideologies and institutional structures produce, normalize, and perpetuate educational inequities.