Abstract
With the aim of promoting the democratic education values of inclusion equity and social justice using a queer theoretical framework to identify and deconstruct normalizing forces, author Camicia sets the reader up for a deep analysis of educational practice, policy, and curriculum using Utah and California as concrete illustrations of democratic inclusive curriculum. Camicia's book ends with an epilogue “discussing a rationale for using auto-ethnography within curriculum in order to increase inclusion," which opens up excellent possibilities for future research.
Recommended Citation
Thomas-reid, M. A.
(2020).
Critical Democratic Education and LGBTQ+-Inclusive Curriculum. A Book Review of Critical Democratic Education and LGBTQ-Inclusive Curriculum: Opportunities and Constraints.
Democracy and Education,
28
(1), Article 11.
Available at:
https://democracyeducationjournal.org/home/vol28/iss1/11
Included in
Curriculum and Social Inquiry Commons, Social and Philosophical Foundations of Education Commons