Addressing gender, feminism, and queer theory through self-study of teacher education practices

A literature review

Monica Taylor, Lesley Coia

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

1 Citation (Scopus)
Original languageEnglish
Title of host publicationGender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices
PublisherSense Publishers
Pages11-29
Number of pages19
ISBN (Electronic)9789462096868
ISBN (Print)9789462096844
DOIs
StatePublished - 1 Jan 2014

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self-study
feminism
gender
teacher
education
queer theory
literature

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Taylor, M., & Coia, L. (2014). Addressing gender, feminism, and queer theory through self-study of teacher education practices: A literature review. In Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices (pp. 11-29). Sense Publishers. https://doi.org/10.1007/978-94-6209-686-8
Taylor, Monica ; Coia, Lesley. / Addressing gender, feminism, and queer theory through self-study of teacher education practices : A literature review. Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices. Sense Publishers, 2014. pp. 11-29
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Taylor, M & Coia, L 2014, Addressing gender, feminism, and queer theory through self-study of teacher education practices: A literature review. in Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices. Sense Publishers, pp. 11-29. https://doi.org/10.1007/978-94-6209-686-8

Addressing gender, feminism, and queer theory through self-study of teacher education practices : A literature review. / Taylor, Monica; Coia, Lesley.

Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices. Sense Publishers, 2014. p. 11-29.

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

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Taylor M, Coia L. Addressing gender, feminism, and queer theory through self-study of teacher education practices: A literature review. In Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices. Sense Publishers. 2014. p. 11-29 https://doi.org/10.1007/978-94-6209-686-8