2
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https://archive.ncfr.org/files/original/d7eb9e2e561d3c73215f764887c7ec63.pdf
fd8ef1d4948047beaaad6d1ca8e5199d
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Social Media Conversation about Queer Theory &
Pedagogy, May 46
Ramona Oswald
Posted by Robert Hughes | May 03, 2016
"... I believe it is important to address the challenges of teaching theory
in a way that is inclusive of LGBTparent families. Standard textbooks
typically used to teach theory at the graduate and undergraduate level
are often limited in their discussion of how family theories can explain
the unique experiences of sexual minority families. For that reason I
invited April FewDemo, Áine Humble, Melissa Curran, and Sally Lloyd
to write a reflexive article about their challenges teaching family theory,
and their insights regarding how we might transform our curricula to be
more LGBT relevant. They present a model of curricular change as well
as a process of transformational pedagogy. For both to occur, they
argue, we must be willing to develop a sincere concern for LGBT
inclusive scholarship within ourselves as teachers as well as within our department syllabi and degree
requirements. Read & Comment Queer Theory, Intersectionality, and LGBTParent Families:
Transformative Critical Pedagogy in Family Theory.”
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<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Social Media Conversation about Queer Theory & Pedagogy, May 4-6
Description
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I believe it is important to address the challenges of teaching theory in a way that is inclusive of LGBT-parent families. ...For that reason I invited April Few-Demo, Áine Humble, Melissa Curran, and Sally Lloyd to write a reflexive article about their challenges teaching family theory, and their insights regarding how we might transform our curricula to be more LGBT relevant.
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Ramona Oswald
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social-media-conversation-about-queer-theory-pedagogy-may-4-6
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May 03, 2016
-
https://archive.ncfr.org/files/original/28a6a62a7fdb0572fbd50006c80dc05c.pdf
f5586ec7adb1974cf2558e448d1b5bfc
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Text
Social Justice is Required
Lee Ann De Reus, Associate Professor, Pennsylvania State Altoona
Posted by Robert Hughes | September 24, 2015
”Praxis, or the application of research and theory for social justice, is a
distinguishing feature of feminisms (Sharp & Blume, in press) and is highlighted
by Sharp and Weaver as a means for creating feminist accountability. The
nature of this praxis is further detailed in tables in their article with specific
practices for creating more responsible feminist research and for managing
feelings of fraudulence. These recommendations are helpful for improving
individuallevel approaches but will remain incomplete unless feminist family
scholars resist the dynamics of a neoliberal landscape and engage in effective
social justice projects with the goal of betterment of all people.”
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Title
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JFTR Blog
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Social Justice is Required
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Feminist efforts will remain incomplete unless feminist family scholars resist the dynamics of a neoliberal landscape and engage in effective social justice projects with the goal of betterment of all people.
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Lee Ann De Reus, Associate Professor, Pennsylvania State Altoona
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social-justice-required
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September 24, 2015
-
https://archive.ncfr.org/files/original/84f6d360e0641620e5ebd135b7df6359.pdf
e41b3cab0e80a9871bd1f19ec6d8afc2
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SelfReflexive Transformational Pedagogy
April L. FewDemo, Áine Humble, Melissa A. Curran, Sally Lloyd
Posted by Ashton Chapman | May 05, 2016
“Integrating queer and intersectional frameworks in family theories curricula
requires deep and engaged selfreflexivity. Selfreflexivity is inherently a feminist
practice that brings to light personal biases, contingencies in context, and
theoretical grounding that inform one's worldview (Allen, 2000), and it is a process
undergirding our model for transformational pedagogy…. we present our definition
of transformative pedagogy, a process we have envisioned as having five elements
of moving into and within critical engagement.”
A particularly challenging issue is student resistance….
“…the willingness to face trials by fire, meaning that one bolsters the courage to
face student resistance, if and when it occurs. Instructors may face potential student resistance to any
“ideological” or “epistemological” change to that which has engendered programmatic success and
community acceptance. Instructors may experience particularly high student resistance as students attempt
to confront the analysis of structural disadvantage (Schuster & Van Dyne, 1985). Student resistance may
also be related to the instructor's standpoint—that is, whether or not the educator has insider or outsider
knowledge of the topic being discussed. On the one hand, those of us who are heterosexual or cisgender
have the privilege of not having to fear or think about coming out to our classes, but we may also, at times,
contemplate whether we can truly speak about issues without having the authenticity to speak to the topic.
Thus, we need to think carefully about how we present such material. On the other hand, those who have
insider status may have the authenticity but have other concerns such as stereotyping (lack of intersectional
understanding) by students (e.g., students might make assumptions about a Black professor's religious
affiliation). Moreover, although coming out as a sexual minority to students has many pedagogical benefits
(see Allen, 1995), it can have unintended negative results. Russ, Simonds, and Hunt (2002), for example,
found that students perceived gay instructors as less credible than heterosexual instructors.”
Share your thoughts
Posted by Jeremy Kanter | May 5, 2016 12:56pm.
Student resistance is a large fear of mine as I incorporate various perspectives and discussions of structural
disadvantages in my undergraduate course. I completely agree with the notion of being aware of how to best
discuss these materials to avoid student resistance.
I recall as an undergraduate learning about many of these topics and worrying that our instructor would face
resistance when discussing such critical societal issues. One experience that helped break down student resistance
was a role playing activity. As a class, we were paired up and given unique situations that we had to resolve. Each
example involved interacting with a community agency that subsequently showed the disadvantaged status many
�individuals face on a daily basis. This role play was an excellent beginning activity to help students understand what
disadvantage might feel like, and for some, a more nuanced understanding of the advantages they have. After this
role play, it seemed that students felt more comfortable and wellprepared to discuss these materials.
Posted by Melissa Curran | May 6, 2016 1:46pm.
Jeremy, this is a great question. Thanks for asking it. I've probably experienced more faculty (and some
administrative) resistance compared to either undergraduate or graduate student experience. In addition to the
excellent replies by April and Aine, in thinking about student resistance, I would also suggest some kind of
"optional" exam questions on the topic if your class could allow such an option. Here's what I mean: In my
theories class, I teach 3 to 4 theories per exam, and then students choose 2 of the theories in which to answer
essay questions. This way, students can skip the readings / lectures / essays on theories in which they don't
want to learn without a grade penalty. I'll also add that across the years, more and more students have chosen
to answer about queering on the exam, with responses well over 50% in recent semesters.
Posted by April FewDemo | May 5, 2016 10:05pm.
Thank you for sharing your strategy for facing student resistance. Facing student resistance can be a political
minefield specifically for new professionals and midcareer faculty. This is especially so when promotion and
tenure are tied to teaching evaluations and advisory committee membership and leadership. I am always
mindful that research has repeatedly indicated that students typically evaluate racial and ethnic minority faculty
and sexual minority faculty more harshly than White male faculty (JohnsonBailey & Cervero, 2000; Williams,
2001). Yet, facing student resistance can also be some of the most stimulating. liberating, and affirming
experiences for me. I think of teaching about inclusivity and intersectionality as "working the hyphens” while
“working the centers and margins of self” and the "generalized other.” How can we teach about inclusivity and
intersectionality and not be perceived by some students as proselytizing opinion rather than sharing empirical
research? For a feministoriented and social justiceminded instructors, the notion of presenting social
inequalities or injustice using a neutral stance is antithetical to feminist principles. How do we engage the
politics of student resistance (peerpeer, learnereducator) while encouraging a civil dialogue that allows/frees
students to be active constructors of their own learning and acquired knowledge which may contradict their
personal values or sense of morality? For me, it's scaffolding with materials that gradually prepare students to
think about the consistencies and inconsistencies in their belief systems, unearned privilege, and
microaggressive acts of “violence” in different contexts. In addition, I communicate my commitment to inclusivity
and upholding certain parameters (partially created by me and by the learners) for interaction during the first
week of classes. The materials and strategies that we listed in our article are my goto works. I have modified
the Social Strata Inventory delineated by Allen, FloydThomas, and Gillman (2001) and classic McIntosh (1989)
to motivate both graduate and undergraduate students to think about intersectionality in different ways. When
assigning these articles, I structure the group activities so that students are the ones tackling the –isms shown
among one another. I check in with groups privately, as opposed to me standing at the front of room. I like being
in the trenches, watching peers take on peers by directing students to use and/or critique (assigned) empirical
research to ground knowledge as opposed to relying on personal attacks such as ‘You’re a racist. You’re a
homophobe.” I don’t have to be at the front of the class all of the time. The responsibility for learning content
and dare I say, facilitating students to embrace a social justice perspective becomes a collective responsibility
rather than the sole responsibility of the instructor. You can be strategic in terms of deciding which groups to
“visit” first based on what you have gleaned from their prior writing or classroom utterances. Admittedly, this
strategy is more challenging to accomplish well in large classrooms. In addition, and this is a recent strategy
that has emerged from a departmental effort to reexamine how we do "intersectionality" in our curriculum,
consider administering implicit bias measures and making the time to discuss the results with your students
yourself or having a professional outsider to do so. Finally, I accept that I will have some classes where
scaffolding strategies during one semester are very successful and that I will have some semesters in which
scaffolding strategies are not be as successful as I would like, particularly with those who are firmly entrenched
and invested in their prejudices. In those cases, I think that the notion of planting the seed and upholding the
rules for engaging civil discourse become the most desirable and attainable goals.
Posted by Áine Humble | May 5, 2016 1:03pm.
�I remember a really great exercise that Katherine Allen did years ago at NCFR. It was an experiential workshop
about families living in poverty, I think, and it sounds similar to the exercise you are discussing. We have to
move beyond an instrumental form of learning (lecture) in order to help students learn what can be both
complex and challenging. We need to use creative and experiential methods of teaching, working from
interpretive and critical emancipatory paradigms.
Posted by Áine Humble | May 5, 2016 10:50am.
What kind of factors impact your ability to engage in this kind of transformational pedagogy? Does where you work
make a difference? What kind of support do you have from colleagues for this approach? I'm reminded of
Kuvalanka, Goldberg, and Oswald's excellent article on (Incorporating LGBTQ isues into family courses: Instructor
challenges and strategies relative to perceived teaching climate), which we cite in our paper.
I work in Canada, where samesex marriage has been legal for 11 years now, and I've definitely seen changes in
student opinions from when I first starting teaching, in 1994 they are definitely more positive now. I think many
students are receptive to the material, but can sometimes struggle with the content, particularly with queer theory.
Not all of my students are Canadian though, and some of them come from countries that are not supportive of
LGBTparent families, or of nonheterosexual orientations in general. The nonCanadian students typically sit
quietly in the class, but I wonder how they are reacting to the material. Perhaps there is a way to find out.
For me, my university is a supportive place. It's a university that traditionally focused on women's education and this
is built into our mission statement. If I recall correctly, our university also had one of the very first "Queer Studies"
courses in Canada. i think that I would also have support from my colleagues in my department, or at least I
wouldn't have resistance.
As a cisgender and heterosexual woman, however, I need to be mindful about how I present the material to
students. On one hand, I have the "safety" of this background to fall back on, but on the other hand, I then wonder if
I am able to do the material justice. This is where other materials and guest speakers can play a role.
Posted by Melissa Curran | May 6, 2016 2:06pm.
Aine, this is an interesting question and one that we discussed a bit during our discussions leading up to the
article, although I'm not sure how much of the content of the discussions made it into the final article. As noted
above in my response to Jeremy, I've probably experienced more faculty (and some administrative) resistance
compared to either undergraduate or graduate student experience.
I am in a department of Family Studies and Human Development, which is in the College of Agriculture and Life
Sciences, at the University of Arizona. For about 12 years, we had Dr. Stephen Russell as faculty in our
department, as well as his numerous postdocs and students (e.g., Joel Muraco, Russ Toomey, Amanda Pollitt,
Ryan Watson), many of whom strongly influenced the culture of diversity and inclusion in our department and
college.
Interestingly, outside the department and college (but still within overall social sciences) I have had colleagues
who are much more negative about queer theory in particular (although feminism is more acceptable and
discussed in classes).
When I sent out a (nonscientific) survey to colleagues and graduate students about if they teach feminism
and/or queer theory in their classroom, here was my colleague's response: "I didn't teach about it [queer theory]
because I don't know anything about it. It's not in the textbook I used, and it isn't something that we discussed
addressing in our department. I didn't consider it to be something that was important for the students to
understand within the discipline in which I teach. That said, I think it is becoming more prominent and might be
worth including in the future." When I sent this colleague a copy of our final paper, the colleague thought it was
"interesting."
Posing a different question, then, I wonder what would be ideas or resources to have discussions about queer
theory with such colleagues as the one mentioned above. Any ideas here...?
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JFTR Blog
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Self-Reflexive Transformational Pedagogy
Description
An account of the resource
Integrating queer and intersectional frameworks in family theories curricula requires deep and engaged self-reflexivity, a process undergirding our model for transformational pedagogy. Here,we present our definition of transformative pedagogy, a process we have envisioned as having five elements of moving into and within critical engagement.
Creator
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April L. Few-Demo, Áine Humble, Melissa A. Curran, Sally Lloyd
Identifier
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self-reflexive-transformational-pedagogy
Date
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May 05, 2016
-
https://archive.ncfr.org/files/original/8ebf8c6c394311f438066623c8af7c29.pdf
c277198fbaa8b40a0f4a7efd587f954e
PDF Text
Text
Qualitative Family Scholarship: Innovative Theories
in the Interpretive Tradition—Introduction to the
Special Issue
Todd L. Goodsell & Anisa M. Zvonkovic
Posted by Robert Hughes | October 31, 2015
“Interpretivism is a living tradition within social science that is composed
of efforts to understand, to construct meaning, and to tap into the
subjective experiences of people. Interpretivist perspectives are those
that see knowledge as constructed and not absolute, that seek to
understand how people give meaning to their experiences, and that
tend to position researchers as connected to the creation of knowledge
(Bengtson, Acock, Allen, DilworthAnderson, & Klein, 2005).
The main point of interpretive research is to gain “access to the
conceptual world in which our subjects live so that we can, in some
expanded sense of the term, converse with them” (Geertz, 1973, p.
24).
“…this special issue provides illustrations of how the vibrant interpretivist tradition can pursue paradoxes,
contradictions, and nuances via careful decisions about epistemology and careful designs of congruity
between epistemology and practice.
Qualitative researchers have felt for some time that qualitative family research has been undervalued, and
family scholars have argued that the best way to increase the value of qualitative research is to expand the
terrain rather than encourage others to appreciate what has already been done (Sharp et al., 2014).
Indeed, such was the impetus for this special issue. We believe that the special issue will have been
successful if the articles become a jumpingoff point for future scholars to follow, pursuing and building new
interpretations of family relationships, drawing from the rich philosophical and theoretical tradition of
interpretivism.”
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Title
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JFTR Blog
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Qualitative Family Scholarship: Innovative Theories in the Interpretive Tradition
Description
An account of the resource
"this special issue provides illustrations of how the vibrant interpretivist tradition can pursue paradoxes, contradictions, and nuances via careful decisions about epistemology and careful designs of congruity between epistemology and practice."
Creator
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Todd L. Goodsell & Anisa M. Zvonkovic
Identifier
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qualitative-family-scholarship-innovative-theories-interpretive-tradition-introduction-spe
Date
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October 31, 2015
-
https://archive.ncfr.org/files/original/fa4fa5a3c309cc699aab06c097fa8b12.pdf
2a945b8cc6a07a0e496f7d4179413145
PDF Text
Text
More Resources for Transforming Teaching of Queer
Theory, Intersectionality & LGBTParent Families
April L. FewDemo, Áine Humble, Melissa A. Curran, Sally Lloyd
Posted by Robert Hughes | May 09, 2016
In the article about transforming teaching of queer theory,
intersectionality & LGBTParent Families, we cited a number of helpful
articles on teaching about these issues. Here are some of these
articles.
Allen, K. R. (2000). A conscious and inclusive family studies. Journal of
Marriage and Family, 62, 4–17. Abstract
Allen, K. R., FloydThomas, S. M., & Gillman, L. (2001). Teaching to
transform: From volatility to solidarity in an interdisciplinary family
studies classroom. Family Relations, 50, 317–325.Abstract
Ferree, M. M. (2010). Filling the glass: Gender perspectives on
families. Journal of Marriage and the Family, 72, 420–439.Abstract
FewDemo, A. L. (2014). Intersectionality as the “new” critical approach
in feminist family studies: Evolving racial/ethnic feminisms and critical
race theories. Journal of Family Theory and Review, 6, 169–183.
Abstract
Kuvalanka, K. A., Goldberg, A. E., & Oswald, R.
F. (2013). Incorporating LGBTQ issues into family courses: Instructor
challenges and strategies relative to perceived teaching climate. Family Relations, 62, 699–713. Abstract
McGeorge, C., & Carlson, T. S. (2011). Deconstructing heterosexism: Becoming an LGB affirmative
heterosexual couple and family therapist. Journal of Marital and Family Therapy, 37, 14–26.Abstract
Nielsen, J. M., Walden, G., & Kunkel, C. A. (2000). Gendered heteronormativity: Empirical illustrations in
everyday life. Sociological Quarterly, 41, 283–296. Abstract
Don't miss the other articles in this special issue on LGBTparent families...
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Title
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JFTR Blog
Identifier
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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More Resources for Transforming Teaching of Queer Theory, Intersectionality & LGBT-Parent Families
Description
An account of the resource
In the article about transforming teaching of queer theory, intersectionality & LGBT-Parent Families, we cited a number of helpful articles on teaching about these issues.
Creator
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April L. Few-Demo, Áine Humble, Melissa A. Curran, Sally Lloyd
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more-resources-transforming-teaching-queer-theory-intersectionality-lgbt-parent-families
Date
A point or period of time associated with an event in the lifecycle of the resource
May 09, 2016
-
https://archive.ncfr.org/files/original/c0e843e98219f8316e96b2d9d8e69675.pdf
1dae6ec5ce27b9e97b6a675b1ccb28d3
PDF Text
Text
Martin Buber's Philosophy of Dialogue and
Implications for Qualitative Family Research
Stephen T. Fife
Posted by Robert Hughes | December 14, 2015
Martin Buber is wellknown for his seminal book I and Thou and his
philosophy of dialogue. Although he is often characterized as an
existentialist, Buber referred to himself as a philosophical
anthropologist, given his study of the wholeness and uniqueness of
human being. Buber viewed human existence as grounded in
relationships. However, in spite of his view of human being as
fundamentally relational, his ideas have received relatively little
attention in family theory and research. As part of the special issue on
qualitative family scholarship and innovative theories in the interpretive
tradition, this article first examines the intersection of Buber's
philosophy with the interpretive tradition in social science research. It
then presents an overview of Buber's relational constructs I–It and I–Thou and his philosophy of dialogue.
Finally, the implications of Buber's ideas for the process of qualitative family research, particularly
qualitative interviewing, are discussed, followed by a presentation of several potential qualitative studies
that draw on Buber's theoretical framework of dialogue and way of being.
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JFTR Blog
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Martin Buber's Philosophy of Dialogue and Implications for Qualitative Family Research
Description
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As part of the special issue on qualitative family scholarship and innovative theories in the interpretive tradition, this article first examines the intersection of Buber's philosophy with the interpretive tradition in social science research.
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Stephen T. Fife
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martin-bubers-philosophy-dialogue-and-implications-qualitative-family-research
Date
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December 14, 2015
-
https://archive.ncfr.org/files/original/682bfbe54f2d4b3337d5dda7c1c9c448.pdf
90c36171dd53419f9fd52f83352bbcec
PDF Text
Text
Making LGBTParent Families More Central to Family
Studies
April L. FewDemo, Áine Humble, Melissa A. Curran, Sally Lloyd
Posted by Robert Hughes | May 04, 2016
“The growing visibility and withingroup variance of LGBTparent families highlight two needs
for family studies as a discipline. First, we need to more fully include these families in our
teaching, as students need to understand complex issues regarding sexual orientation and
gender identity in order to be competent and caring human service professionals (Kuvalanka,
Goldberg, & Oswald, 2013). Second, we need relevant theoretical frameworks that capture
processes within LGBTparent families. Many theory textbooks focus on theories developed
from heteronormative assumptions or observations, and such theories may not be relevant or
complete with regard to sexual minority families.
For this special issue on LGBTparent families, we describe how family theory can be
stretched and challenged when family scholars and teachers use queer and intersectional
perspectives and are truly inclusive of LGBTparent families in their teaching of family theories. Our focus is motivated
by the exciting scholarship and theorizing that has emerged in the past decade about this understudied group of
families, and our reflection on what can occur when we are truly inclusive of these families and ways to study them
has resulted in the presented model of family theory curricular change. We argue that simply adding LGBTparent
families is not enough to transform a curriculum so that it is both truly inclusive of LGBTparent families and
challenging of the heteronormative status quo, and we explain how queer theory and intersectionality offer the most
possibilities in this regard.”
Questions:
What happens to our work when queering, intersectionality, and LGBTparent families are moved from the margin
to the center?
How do we move the field from discussing the “facts” that these families exist to a critical conversation about the
conceptual tools, new languages, and theoretical upheavals that must be developed to decenter heteronormativity,
contest gender and sexuality binaries, conduct intersectional analyses, and utilize research on LGBTparent
families to inform the field writ large?
Share your thoughts
Posted by Casey Totenhagen | May 6, 2016 12:57pm.
Hi all,
I'm so glad to read through other posters' comments and responses that have already been posted! I teach graduate family
theories, and in addition to other "standard" family theories, we spend several days discussing feminism, intersectionality, and
queer theory. One thing I have noticed is that although my students are very interested in intersectionality and queer theory,
and we seem to have some of our richest discussions with respect to these topics, it seems that they still believe that queer
theory is just for "LGBT families". Do you have any ideas/examples to share in helping students identify the ways in which
challenging binaries and recognizing intersectionality is beneficial when working with ALL families?
�Posted by Melissa Curran | May 6, 2016 1:31pm.
Casey, what a great question! The coauthors and I also had several discussions about this same question in the writeup
of the article!
First, let me start by providing some illustrative background information, so that my response will make more sense.
From Oswald et al 2005 (Sourcebook chapter, page 143): “Deconstructing heteronormativity is not primarily a strategy for
studying gays and lesbians, or for comparing them to heterosexuals. Rather, we intend our framework to provide a tool for
recognizing how three structural components merge to constitute heteronormativity as a system of privileging, and to
show how individuals may uphold or challenge it as they negotiate daily life.”
Also from Oswald et al. 2005 (Sourcebook chapter, page 144): About heteronormativity: The term does not refer to a
statistical “norm” in the sense of a central tendency, or to what is “normal” in a clinical sense. Rather, the normative part of
the term is drawn from sociology, where something is said to be normative when the majority of people hold it as a value
or a moral standard.”
From this lens, several topics of interest to family scientists could be discussed (e.g., cohabitation; singlehood; aging and
sexual expression).
Let’s pick cohabitation as an example. Even though family dynamics have changed dramatically over the past few
decades, and the percentage of nuclear families is getting smaller, individuals often view cohabitors (especially if they
have children) negatively. Yet, cohabitation is not limited to college students or new or expectant parents.
Indeed, a growing number of cohabitors are now being documented by the Census in the age range of 55 and older, with
double the numbers now versus 10 years ago. (Many of these cohabitors are likely later divorcees). There’s several
reasons why older adults cohabit versus marry or remarry including finances (e.g., keeping Social Security benefits based
on a previous marriage or wanting to keep the money / inheritance for your children or grandchildren).
Given the growing number of cohabitors across the lifespan, it will be interesting to see how the discussion of cohabitors
evolves.
[For an illustrative example of aging and sexual expression, see this news story about Madonna:
http://www.etonline.com/news/188106_madonna_defends_nsfw_butt_baring_met_gala_dress_it_was_a_political_statement/].
Posted by Lara Descartes | May 6, 2016 7:21am.
I just finished reading the article; what an excellent and useful piece! It made me really think through what I do in the
classroom and gave me a blueprint for moving forward. I've been phases 23 in my classroom, and hadn't really thought
about the possibilities of phases 4 and 5. I'm going to share this piece too, with other faculty who teach in my department. So
thank you to all the authors! It was also very helpful to read those examples in each phase.
Posted by Melissa Curran | May 6, 2016 12:51pm.
Laura, thank you very much for your feedback about the article. We really appreciate it! We also really learned a lot in
writing the article. The AE (Dr. Ramona Oswald) and the reviewers really pushed us to think through how to transform our
teaching in the classroom. For me, the article helped me really think more about intersectionality and how I can
incorporate this framework into my teaching, mentoring, research, and service.
Posted by Megan Haselschwerdt | May 5, 2016 2:18pm.
Thank you to April, Aine, Melissa, & and Sally for the excellent article (full of so many articles to read and activities to look
into)! I also appreciate NCFR and Bob for giving us all a discussion forum. This article and the JFTR special issue was
published at a perfect time, as I'm finalizing my syllabus to each (graduate level) Family Process/Theory for the first time next
fall.
I have exemplars that use queer theory and intersectionality in conjunction with other family theories (e.g., symbolic
interactionism) woven in throughout the syllabus, but I will also have weeks to devoted to Gender theories, feminist theories,
critical race/intersectionality, and queer and transfamily theories. I'm really excited!
Anyway, I'm wondering if any/all of the authors (and others, too!) could share some of their favorite (and maybe even least
favorite) teaching/classroom moments when teaching queer theory, or when bringing LGBT families to the center of the
discussion. I appreciate all the activities and assignments that were shared in the article, but I'm hoping to learn more from all
of you, as this will be my first time teaching a graduate level theory class.
�Thanks!
Posted by Melissa Curran | May 6, 2016 1:04pm.
Megan, thanks very much for your post. Your upcoming graduate seminar sounds fantastic! I'm sure the students will
learn a lot from it! Student reactions in my classes in response to feminism and queer theory have been overwhelmingly
positive. Below I provide two of my favorite quotes. The first one if from an undergraduate student and the second one is
from a graduate student who was a TA in this class with the aforementioned undergraduate student.
Email 1: “I wanted to thank you for presenting this information in the way that you did. I know that a couple of people in
the class have in the past expressed their discomfort with me as a gay man and after class and seeing the information
you presented one of them came up to me an apologized and said they understood the need to eliminate the bias now.
So for that I am truly thankful!”
Email 2: “I was thinking about the time that you have been spending on queering and feminism and how extremely
important exposure to these topics are to students. I never learned anything about either of them in undergrad, and never
got a thorough education about either until grad school. I am so thankful that you are such a strong voice, advocate, and
ally for people who identify as LGBT and the issues they face. I wanted to thank you for the way you integrate policy
initiatives and personal outcomes about people who find themselves outside of the binaries our society imposes on others
(LGBT folks, but also cohabitors, singles, people from different racial and ethnic groups, social classes) I truly think it
can make a difference! If only everyone was able to go to college to be exposed to these things.”
Posted by Megan Haselschwerdt | May 8, 2016 8:03pm.
Thank you for sharing, Melissa! I love reading these sorts of comments and hearing from others' teaching
experiences. It sounds like your class is invaluable!
Posted by April FewDemo | May 7, 2016 6:01am.
Megan, thanks so much for your question and I apologize for the delay in responding. Melissa's answer is a great one
and I think her response speaks well of her as an instructor who knows how to engage her students both in the
classroom and out of it. My favorite moment of teaching about queer theory in my graduate families theory class was
when I Skyped in Brad van EedenMoorefield to provide a guest lecture on the topic. It made the teaching of queer
theory a shared responsibility between colleagues (and friends) who are invested in bringing this theory closer to the
center of how we analyze family processes. Students were able to ask him questions about how he used queer
theory in his research and teaching. They also had an opportunity to observe how he and I talked about our own
learning journey of trying to understand this theory, the tensions and symmetries present within the theory itself as
well as with other theoretical frameworks, and how we have attempted to incorporate queer theory into our
worldviews. The students could interject and share their own experiences. The classroom became a collaborative
learning space where we all claimed responsibility for our own learning (as bell hooks would say). I only have had one
experience where a graduate student simply refuse to engage queer theory or even write about anything LGBTQIA+
related for a midterm examination. In that case, I invited him to my office hours and we discussed his reservations
about engaging this material. I asked him if he considered his graduate study to be an opportunity to learn multiple
ways of thinking about family processes and life experiences. We talked about the meaning of scholarship and
whether he considered himself to be scholar, a lifelong learner of family science. So, I framed the discussion as a
part of his professional development, a baselevel where I figured would be a safe space for him to engage me as his
family theories teacher. I cannot remember the actual outcome of this incident because it was years ago. However, I
think the process I choose to engage made a very uncomfortable situation a civil space.
Posted by Megan Haselschwerdt | May 8, 2016 8:02pm.
April, thank you for sharing your experiences the fun/enjoyable and the more challenging. I really like the idea of
skyping in a colleague/scholar, especially in this case for me, since I do not currently use queer theory in my
research. Seems like a great way for students and the instructors to claim responsibility for our own learning. I
also really liked how you framed your discussion with the student, emphasizing the importance of learning
multiple ways of thinking and doing. I'm definitely going to save these for my class notes.
Posted by Joel Muraco | May 4, 2016 12:10pm.
Family theories are not often taught in their own stand alone course, but throughout other courses. For example, students
may learn about attachment theory in an infancy course and then maybe again in a course on personal relationships. As
such, their exposure to attachment theory may be somewhat brief or disjointed as the theory is an added element to help
them understand the larger course topic of infant development or romantic relationship processes respectively. Queer theory
�has the potential to be dense for students, especially if their overall exposure to it will be brief. Do the authors have
suggestions for how best to incorporate these perspectives (queer and/or intersectionalities) when time is tight and the overall
topic of the course encompasses more than just theory?
Posted by Áine Humble | May 4, 2016 12:34pm.
This is a great question. Although we focused our paper on family theory courses, various family theories should ideally
be integrated into other courses. Both queer theory and intersectionality can be challenging subjects for students to learn
and for instructors to teach. When time is limited, at minimum, instructors can ensure that examples of families headed by
gay, lesbian, bisexual, and/or transgender families are used throughout the course (not, for example, on just one day
where the lecture is about LGBT families), and make sure not to group them all together in the examples giving specific
examples of transgender families, for example. But I think there is also room for students to be introduced to concepts
such as heteronormativity and cisgender. Some of the classroom exercises we include in our paper could be modified to
use in a different course. Exercises that help push students out of their comfort zone could be helpful. We have often
found conference sessions organized by the Feminism and Family Studies section at NCFR conferences very helpful for
ideas.
Posted by Ryan Watson | May 4, 2016 11:38am.
Thank you for this scholarship Drs. FewDemo, Humble, Curran, and Lloyd!
I am excited about this fourphase model and hope that scholars strive to move through to phase four as they develop
curriculum and research projects.
My question pertains to the specific needs or considerations regarding subgroups of LGBT populations. It is evident that you
do not consider the group a monolithic population (and the article points out the limited knowledge on trans families), and I
wonder if you have any thoughts on unique representations of transgender families for example apart from LGB families?
What would be the best ways to incorporate these families in our teaching with so little knowledge? Are there certain ways
that family scientists might incorporate gender minority families into their teaching that might not quite apply to the ways LGB
families are discussed? Do you have any recommendations regarding diversity within sexual and gender minority families
themselves?
Thank you!
Posted by April FewDemo | May 4, 2016 9:50pm.
Thank you for your thoughtprovoking questions. I hope that I can adequately address nearly all of your questions. I invite
others to join in the conversation as there are many answers to your questions and I am still ruminating upon such
questions myself.
Given transgender parent families are still virtually invisible in many human development/family studies (HDFS)
textbooks, I think we must seek answers and attain diverse representations of these unique families in the journals of
different disciplines such as nursing, marital and family therapy, women and gender studies, queer studies, and the
humanities (e.g., autobiographies, poetry, collections of essays or creative writing). There are multiple blogs, websites
(e.g., HRC, PFLAG), transgender social and political organizational events (e.g., Night of a Thousand Genders by the
Gender and Family Project) that provide resources on parenting and gender identity development. The number of articles
on gender variant or gender nonconforming youth and their families is growing; these articles are just not easily found in
our HDFS field. However, Abbie Goldberg and Katherine Allen's book, LGBTParent Families, is a wonderful resource to
begin the conversation in our substantive content and theory courses. You also could consider taking snippets from
multiple television programs that focus on gender nonconforming children and families (e.g., I am Jazz; My Transgender
Kid; Growing Up Trans; Transparent) and asking students to provide a critique that is mindful of both the scant empirical
literature and other forms of knowledge production (e.g., autobiographical accounts). Please check out the other articles
in the JFTR's Special Issue on Theorizing LGBTparent Families
http://goo.gl/izfLbQ particularly see the article on Transfamily Theory by McGuire, Kuvalanka, Catalpa and Toomey),
published March 2016 (vol. 8, issue 1). http://goo.gl/hNjIov
I also think that it's important to unpack and examine what it means to be an ally how does the power and privilege
operate in this kind of coalition building. Developing a selfreflexivity activity on this topic may hopefully promote both
curiosity to learn more as well as empathy and respect.
I would like mention a professional resource ... NCFR has a GLBTSA Focus Group which serves as an intellectual
networking space for those who are conducting LGBT focused research, or people who are LGBT or allies. I have found
that connecting to people in this focus group has been a mentoring experience for me in many ways. I find that the
conversations and interactions that I have had in this group are lessons that I bring back into my courses.
�I would like a little more clarification on the last two questions that you have posed. Can you share with us the direction
that you were thinking about as you composed these questions?
Posted by Robert Hughes | May 4, 2016 8:39am.
I teach an introductory course on families that includes students from many majors and backgrounds. I have struggled to find
a good intro textbook at all The "theory" sections" are weak and focus mainly on historical theories feminist theory is barely
explored. I try to introduce the idea our "research" continues to discover new ideas gender, LGBT families, transgender
families. I describe the fact that Alfred Kinsey was investigated by the FBI for his mere research on "human sexuality." And I
invite them to be the "next" family scientist to break new ground and help us understand new dimensions of family life.
Posted by April FewDemo | May 4, 2016 11:47am.
Thanks for your comment, Bob. What you describe here is a frustrating pedagogical challenge for most of us. I like the
concrete suggestions offered by Áine and Melissa. After all of these years, feminist theories and queer theories still exist
at the margins for many HDFS graduate courses, overall curriculum, and research. I believe that those of us who are
invested in teaching these theories and applying these frameworks to issues of uniquely situated individuals and social
groups are making broader strides toward inclusion. As we pay more attention to how intersectionality, power, and
privilege inform things like motivation to change and decisionmaking processes (e.g., intervention and prevention work)
and strengthening community capacity [e.g., (emergent) identity politics, coalitionbuilding, risk and resilience factors],
these theoretical frameworks allow us to think beyond "normative" approaches and to engage the "lived" fluidity of identity
(e.g., multiracial and multiethnic minorities and their fluctuating alliances; sexual and gender minorities which include non
binary individuals) and performance (e.g., gender display, sexual scripts) as people age as well as highlight how these
groups manage institutional constraints and opportunities over the life course.
A few activities that I have done to immerse students in feminist and queer theories include: (1) organizing a guest lecture
with a colleague who is well versed in these theories to provide an overview as well as examples of how
she/he/they/zir/ze incorporates these perspectives into research. This colleague could be teleconferenced/Skyped into
your classroom or shared screen on your laptop. You could also provide the colleague with a list of the enrolled graduate
students' interests so that an applied conversation can be had. (2) One of many favorite activities to encourage students
to engage an indepth analysis of theories is to have the students complete a kind of modified annotated bibliography that
is personalized to the students' research interest. The student is afforded an opportunity to historically "chart" how theory
has been utilized and stretched in their area of interest. (3) I also like for students to engage in selfreflexivity exercises to
become aware of how power and privilege silently and loudly operates in their own lives and in the research process.
Posted by Áine Humble | May 4, 2016 8:54am.
Thanks for your comment, Robert. Family theory textbooks will influence many instructors in terms of the content they
cover (they will teach to what is in the textbook). The edited 2005 Sourcebook of Family Theory and Research was the
first collection of articles on family theory that included an article about queer theory (Oswald et al.’s article on
“Decentering heteronormativity”). Yet family theory books published after 2005 make no reference to this seminal piece of
work, or to this theory. Intersectionality was described in the Sourcebook in De Reus, Few, and Blume’s (2005) article on
multicultural and critical race feminisms; it was finally introduced as a key concept of feminist theory (emerging out of
thirdwave feminism) in the fourth edition of White et al.’s (2015) textbook on family theories. However, no current
introductory textbooks have chapters on queer theory or intersectionality. The marginalized presence of these theoretical
frameworks may have multiple origins. As noted by the Sourcebook editors, “theorizing is inherently political”...
Posted by Melissa Curran | May 4, 2016 8:52am.
Bob, your question is a good one. Thanks for asking it. As we discuss in our article, and others have discussed at length
at well, finding a textbook that covers the multiple challenges you pose above is often a struggle. Rather than hoping to
find this fully comprehensive textbook, I supplement articles into intro (and upperdivision) courses on couples and
families. For example, posts / sections from articles like ours could be assigned as additional readings / points of
discussion for students during class. If you use ingroup activities, a discussion for the students could be to consider what
they read in their textbook, contrasted with what they read in the additional articles, and compare what information can be
learned from ongoing research that is theory driven. Another idea for an outside assignment might be for them to identify
content in which they are interested that is not well discussed in the textbook, and connect the content learned in that
article to what they have learned in class, as well as how this content extends beyond what they learned in class. in this
way, you could help them connect what it means to be a scientist, break new ground, connect information, and ask new
questions that will advance the field.
Posted by Melissa Curran | May 4, 2016 9:05am.
�Bob, as a followup to what I wrote above: Another advantage of having students identify content in outside articles is that
students could save and upload those articles into whatever online system that you use for class (ours is D2L at the
University of Arizona), and then you as the instructor could choose to highlight some of that new content into your
lectures and/or post relevant articles as optional readings for all the students.
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JFTR Blog
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Making LGBT-Parent Families More Central to Family Studies
Description
An account of the resource
What happens to our work when queering, intersectionality, and LGBT-parent families are moved from the margin to the center?
Creator
An entity primarily responsible for making the resource
April L. Few-Demo, Áine Humble, Melissa A. Curran, Sally Lloyd
Identifier
An unambiguous reference to the resource within a given context
making-lgbt-parent-families-more-central-family-studies
Date
A point or period of time associated with an event in the lifecycle of the resource
May 04, 2016
-
https://archive.ncfr.org/files/original/5cc8495c06ac3c234aac8c144641a722.pdf
f06a4f4d4d7d88e0181ac78dd1a16bb1
PDF Text
Text
JFTR Thank you to Authors of Transforming Teaching
about LGBT Parent Families
Robert Hughes Jr, Digital Scholarship
Posted by Robert Hughes | May 09, 2016
Thanks to April L. FewDemo, Áine Humble, Melissa A. Curran, and
Sally Lloyd for their participation in our social media conversation about
teaching theory about LGBTparent families. Their article has some
excellent ideas for faculty who are exploring ways to engaged students
in rethinking issues about "family."
Here are a few comments from the discussion that made an impression
on me.
April FewDemo, "I am always mindful that research has repeatedly
indicated that students typically evaluate racial and ethnic minority
faculty and sexual minority faculty more harshly than White male faculty
(JohnsonBailey & Cervero, 2000; Williams, 2001). Yet, facing student
resistance can also be some of the most stimulating. liberating, and
affirming experiences for me."
Áine Humble, "I work in Canada, where samesex marriage has been legal for 11 years now, and I've
definitely seen changes in student opinions from when I first starting teaching, in 1994 they are definitely
more positive now. I think many students are receptive to the material, but can sometimes struggle with the
content, particularly with queer theory."
Melissa Curran, "When I sent out a (nonscientific) survey to colleagues and graduate students about if
they teach feminism and/or queer theory in their classroom, here was my colleague's response: 'I didn't
teach about it [queer theory] because I don't know anything about it. It's not in the textbook I used, and it
isn't something that we discussed addressing in our department. I didn't consider it to be something that
was important for the students to understand within the discipline in which I teach. That said, I think it is
becoming more prominent and might be worth including in the future.' "
Áine Humble, "Both queer theory and intersectionality can be challenging subjects for students to learn
and for instructors to teach. When time is limited, at minimum, instructors can ensure that examples of
families headed by gay, lesbian, bisexual, and/or transgender families are used throughout the course (not,
for example, on just one day where the lecture is about LGBT families), and make sure not to group them
all together in the examples giving specific examples of transgender families, for example."
�National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
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�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
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JFTR Thank you to Authors of Transforming Teaching about LGBT Parent Families
Description
An account of the resource
Thanks toApril L. Few-Demo, Áine Humble, Melissa A. Curran, and Sally Lloyd for their participation in our social media conversation. See just a few interesting quotes...
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Robert Hughes Jr, Digital Scholarship
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jftr-thank-you-authors-transforming-teaching-about-lgbt-parent-families
Date
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May 09, 2016
-
https://archive.ncfr.org/files/original/91b45804d3d2c4e39ea6f7dc20c971ec.pdf
46568c010c2a8720017ba244db1f0b80
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Text
JFTR Editor Thanks Authors & Invites your
Participation in JFTR Blog
by Libby Balter Blume, Ph.D., CFLE, Editor, JFTR, University of Detroit Mercy
Posted by Robert Hughes | September 19, 2015
I want to publicly thank coauthors Elizabeth Sharp and Shannon
Weaver for proposing we discuss their JFTR article “Feeling Like
Feminist Frauds.” As editor of the Journal of Family Theory & Review, I
invited feminists Leigh Leslie, Donna Sollie, Edith Lewis, and Lee Ann
De Reus to comment in the pages of the journal, and now Digital
Scholarship editor Bob Hughes and I eagerly invite YOU to join the
conversation!
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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JFTR Blog
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Editor Thanks Authors & Invites your Participation in JFTR Blog
Description
An account of the resource
<p>I want to publicly thank co-authors Elizabeth Sharp and Shannon Weaver for proposing we discuss their JFTR article "Feeling Like Feminist Frauds."</p>
Creator
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Libby Balter Blume, Ph.D., CFLE, Editor, JFTR, University of Detroit Mercy
Identifier
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jftr-editor-thanks-authors-invites-your-participation-jftr-blog
Date
A point or period of time associated with an event in the lifecycle of the resource
September 19, 2015
-
https://archive.ncfr.org/files/original/437c999a68153caec8d8096041561c72.pdf
1ebe7767b6c88d769c8f748a9d9cc603
PDF Text
Text
Transforming Teaching of Queer Theory,
Intersectionality & LGBTParent Families
April FewDemo, Aine Humble, Melissa Curran & Sally Lloyd
Posted by Robert Hughes | April 29, 2016
Please join us here at the JFTR Blog on May 46, 2016, to discuss how to teach
queer theory, intersectionality and LGBTparent families in family studies courses
based on the article, “Queer Theory, Intersectionality, and LGBTParent Families:
Transformative Critical Pedagogy in Family Theory.”
This article explores how to transform family studies and the teaching of family
theories from covering the “facts” that LGBTparent families exist to a critical
conversation that incorporates conceptual tools, language, and theoretical insights
from queer and intersectionality theories.
Join us to talk about this article. Let us hear your perspective. Follow the Journal
of Family Theory & Review discussion on Facebook and Twitter.
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Discussion: Transforming Teaching of Queer Theory, Intersectionality & LGBT-Parent Families
Description
An account of the resource
<p>The <em>Journal of Family Theory & Review</em> invites you to join us here at the <a href="https://www.ncfr.org/jftr/blog" target="_blank">JFTR Blog</a> on May 4-6, 2016 to discuss how to teach queer theory, intersectionality and LGBT-parent families in family studies courses.</p>
Identifier
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jftr-discussion-transforming-teaching-queer-theory-intersectionality-lgbt-parent-families
Date
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April 17, 2016