Within higher education, social justice education has gained significant ground. While issues of gender, race, and class are increasingly addressed and incorporated into classes there remains a lack in inclusive curricula and pedagogies within colleges and universities when it comes to issues of gender and sexual identity. The social construction of gender and sexualities remains overlooked on the majority of college and university campuses, as well as the discrimination faced by Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA) students unaddressed within curricula. The representation of the LGBTQIA community can be attended to within classrooms, campuses, and curriculums in many various way and at multiple levels of engagement. This project aims to fill the gap in social justice centered education within college curricula. It will provide resources that bring LGBTQIA issues and their intersectionality with race, class, gender, sex, ability, and citizenship into classrooms and core curricula in order to educate and facilitate discussions with students, faculty, and the educational community as a whole. The main objective of this project is to assist teachers in talking about issues of gender identity and sexualities and to provide guidelines and best practices of how to incorporate LGBTQIA issues into class lessons and discussions.
","abstract_html":"<p>Within higher education, social justice education has gained significant ground. While issues of gender, race, and class are increasingly addressed and incorporated into classes there remains a lack in inclusive curricula and pedagogies within colleges and universities when it comes to issues of gender and sexual identity. The social construction of gender and sexualities remains overlooked on the majority of college and university campuses, as well as the discrimination faced by Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA) students unaddressed within curricula. The representation of the LGBTQIA community can be attended to within classrooms, campuses, and curriculums in many various way and at multiple levels of engagement. This project aims to fill the gap in social justice centered education within college curricula. It will provide resources that bring LGBTQIA issues and their intersectionality with race, class, gender, sex, ability, and citizenship into classrooms and core curricula in order to educate and facilitate discussions with students, faculty, and the educational community as a whole. The main objective of this project is to assist teachers in talking about issues of gender identity and sexualities and to provide guidelines and best practices of how to incorporate LGBTQIA issues into class lessons and discussions. </p>","abstract_has_math":false,"creators":["Cabot, Kate P"],"institution":null,"degree_name":"Master of Arts in Human Rights Education (HRE)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Dr. Monisha Bajaj"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-05-06T07:00:00Z","date_published":"2015-05-06T07:00:00Z","updated_at":"2026-07-24T05:43:04Z","subjects":["Queering Education","Queer Theory","Social Justice","LGBTQIA","Critical Pedagogy","Anti-oppression Education","Queering Human Rights Educations","Engaged Pedagogy","Gender Identity","Sexual Orientation","Social Construction","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership","Higher Education and Teaching","Other Teacher Education and Professional Development","Scholarship of Teaching and Learning"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/112","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Monisha Bajaj"]},{"key":"dc:creator","label":"Author","values":["Cabot, Kate P"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-05-06T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Human Rights Education (HRE)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Queering Education","Queer Theory","Social Justice","LGBTQIA","Critical Pedagogy","Anti-oppression Education","Queering Human Rights Educations","Engaged Pedagogy","Gender Identity","Sexual Orientation","Social Construction","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership","Higher Education and Teaching","Other Teacher Education and Professional Development","Scholarship of Teaching and Learning"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/112"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Within higher education, social justice education has gained significant ground. While issues of gender, race, and class are increasingly addressed and incorporated into classes there remains a lack in inclusive curricula and pedagogies within colleges and universities when it comes to issues of gender and sexual identity. The social construction of gender and sexualities remains overlooked on the majority of college and university campuses, as well as the discrimination faced by Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA) students unaddressed within curricula. The representation of the LGBTQIA community can be attended to within classrooms, campuses, and curriculums in many various way and at multiple levels of engagement. This project aims to fill the gap in social justice centered education within college curricula. It will provide resources that bring LGBTQIA issues and their intersectionality with race, class, gender, sex, ability, and citizenship into classrooms and core curricula in order to educate and facilitate discussions with students, faculty, and the educational community as a whole. The main objective of this project is to assist teachers in talking about issues of gender identity and sexualities and to provide guidelines and best practices of how to incorporate LGBTQIA issues into class lessons and discussions.
"]},{"key":"dc:title","label":"Title","values":["Queering Social Justice Curricula within Higher Education"]}]}],"canonical_facts":{"dc:contributor":["Dr. Monisha Bajaj"],"dc:creator":["Cabot, Kate P"],"dc:date.available":["2015-05-06T07:00:00Z"],"dc:description.abstract":["Within higher education, social justice education has gained significant ground. While issues of gender, race, and class are increasingly addressed and incorporated into classes there remains a lack in inclusive curricula and pedagogies within colleges and universities when it comes to issues of gender and sexual identity. The social construction of gender and sexualities remains overlooked on the majority of college and university campuses, as well as the discrimination faced by Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA) students unaddressed within curricula. The representation of the LGBTQIA community can be attended to within classrooms, campuses, and curriculums in many various way and at multiple levels of engagement. This project aims to fill the gap in social justice centered education within college curricula. It will provide resources that bring LGBTQIA issues and their intersectionality with race, class, gender, sex, ability, and citizenship into classrooms and core curricula in order to educate and facilitate discussions with students, faculty, and the educational community as a whole. The main objective of this project is to assist teachers in talking about issues of gender identity and sexualities and to provide guidelines and best practices of how to incorporate LGBTQIA issues into class lessons and discussions.
"],"dc:identifier":["https://repository.usfca.edu/capstone/112"],"dc:subject":["Queering Education","Queer Theory","Social Justice","LGBTQIA","Critical Pedagogy","Anti-oppression Education","Queering Human Rights Educations","Engaged Pedagogy","Gender Identity","Sexual Orientation","Social Construction","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership","Higher Education and Teaching","Other Teacher Education and Professional Development","Scholarship of Teaching and Learning"],"dc:title":["Queering Social Justice Curricula within Higher Education"],"thesis:degree_discipline":["International and Multicultural Education (IME)"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in Human Rights Education (HRE)"]},"updated_at":"2026-07-24T05:43:04Z"}