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008			150903s2012 ne | o |||| 0|eng d
020			_a9789400725522 _99789400725522
024	7		_a10.1007/9789400725522 _2doi
035			_avtls000366899
039		9	_a201509030706 _bVLOAD _c201405070434 _dVLOAD _y201402251348 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLC189-214.53
100	1		_aLandreau, John C. _eeditor. _9353111
245	1	0	_aQueer Masculinities : _bA Critical Reader in Education / _cedited by John C. Landreau, Nelson M. Rodriguez.
264		1	_aDordrecht : _bSpringer Netherlands, _c2012.
300			_axx, 316 páginas _brecurso en línea.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
490	0		_aExplorations of Educational Purpose ; _v21
500			_aSpringer eBooks
520			_aQueer Masculinities: A Critical Reader in Education makes a substantial contribution to contemporary scholarship on gender and sexuality studies in education. Collectively the essays in this volume illuminate a broad range of queer practices and representations of masculinity in education, demonstrating that any serious study of masculinity must consider the theoretical and political contributions that the concept of queer masculinities makes to a more comprehensive and nuanced understanding of masculinity itself. In addition, Queer Masculinities encourages new approaches to educational theory and practice—while contributing more generally to knowledge production in the fields of critical masculinity studies and queer studies—by examining the complex interplay between queer masculinities and education.  The essays range from empirical studies to theoretical reflections, and address themselves to three separate educational realms: the K-12 level, the collegiate level, and the pedagogy of cultural production. Some of the essays focus on the disorienting presence of queer masculine student and teacher bodies in the K-12 or college classroom, and on the effects of queer performances of masculinity on classroom dynamics and on processes of learning. Others reflect on the challenges of actively queering pedagogical practice and research methodologies, and on its practical and theoretical rewards. Still others emphasize the cultural pedagogy of representations of queer masculinities in television, documentary film, and the novel, with special attention to the transformative possibilities inherent in those representations that challenge gender norms, or that make them strange or incoherent. Indeed,  for many of the authors, the performative complexities of dislocating, “unmapping,” or “stealing” masculinity form the backdrop for an impassioned reflection on the cultural and pedagogical necessity of such an endeavor. In all, this volume’s breadth and detail make it a landmark publication in the study of queer masculinities, in critical masculinity studies as a whole, and in educational theory and practice.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aRodriguez, Nelson M. _eeditor. _9353112
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9789400725515
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-94-007-2552-2 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c311755 _d311755