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Dissertation/Thesis Abstract

Knowledge, Power, and Heteronormativity: A Deep Investigation of One Text and Its Evolution Over Time
by Hickman, Heather, Ed.D., Lewis University, 2009, 174; 3434713
Abstract (Summary)

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.

Indexing (document details)
Advisor: Hoffman, Lauren P.
Commitee: Lugg, Catherine A., Miller, George D.
School: Lewis University
Department: Department of Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 72/03, Dissertation Abstracts International
Subjects: Educational sociology, LGBTQ studies
Keywords: Critical discourse analysis, Curriculum, Discursive power, Heteronormativity, Queer, Queer theory, Textbooks
Publication Number: 3434713
ISBN: 978-1-124-41937-4
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