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Detournement as Anti-Oppressive Pedagogy and Invitation to Crisis

Queering Gender in a Preservice Teacher Education Classroom

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Detournement as Pedagogical Praxis

Part of the book series: Breakthroughs in the Sociology of Education ((FAAI))

Abstract

Recently, I had the opportunity to work with several former teacher education students, who are all then currently first year teachers, in a professional development program. I had taught them in an Introduction to Teaching course at the beginning of their program at the university and continued to assist them in formal and informal capacities of support throughout the completion of their degrees. I was excited to see them again as they were closing the first semester of their secondary teaching careers.

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Authors
  1. Ashley Boyd
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Editors and Affiliations

  1. University of North Carolina at Chapel Hill, USA

    James Trier

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Boyd, A. (2014). Detournement as Anti-Oppressive Pedagogy and Invitation to Crisis. In: Trier, J. (eds) Detournement as Pedagogical Praxis. Breakthroughs in the Sociology of Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-800-8_5

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