This research explores the confluence of knowledge, power, and heteronormativity in schools. On a conceptual level, it will explore the three key areas suggested in the title. Heteronormativity will be unpacked for the ways it has rendered and does render lesbian, gay, bisexual, transgender, transsexual, and queer (LGBTQ) individuals, specifically students and faculty, invisible. Power in general as well as discursive power specifically will be considered as it is power that influences knowledge production in curricula. Knowledge, conceived as that which is passed from schools to students, will also be considered in terms of its historic conception, social influence, and impact on those who are LGBTQ. An analysis of literature textbooks through an emergent methodology grounded in Critical Discourse Analysis and Sedgwick’s axioms will demonstrate how heteronormativity is perpetuated, as well as the role of discursive power in that perpetuation. Finally, textbooks, representative of knowledge and curricula, will be reconceptualized inclusive of LGBTQ issues.
|Advisor:||Hoffman, Lauren P.|
|Commitee:||Lugg, Catherine A., Miller, George D.|
|Department:||Department of Educational Leadership|
|School Location:||United States -- Illinois|
|Source:||DAI-A 72/03, Dissertation Abstracts International|
|Subjects:||Educational sociology, GLBT Studies|
|Keywords:||Critical discourse analysis, Curriculum, Discursive power, Heteronormativity, Queer, Queer theory, Textbooks|
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