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Nelson Rodriguez
Assistant Professor of Educational Foundations and Research Methodology
Assistant Professor of Women’s and Gender Studies and Critical Theory in Education
Nelson M. Rodriguez received his Ph.D. in cultural studies and critical theory in education from The Pennsylvania State University. His research and teaching areas include: gender and sexuality studies; queer theory; lesbian, gay, bisexual, transgender, and queer studies; critical masculinity studies; popular culture; critical theory and philosophy of education; critical pedagogy; and qualitative research methodology. His most recent publication (with William F. Pinar) is Queering Straight Teachers: Discourse and Identity in Education, and he is currently working on several new book projects, including: Queer Masculinities: A Critical Reader in Education.
Published and Forthcoming Books:
Keywords for Critical Theory and Cultural Studies in Education (with Joe L. Kincheloe), forthcoming (2009) with Sense Publishers, Rotterdam, the Netherlands. Series: Transgressions: Cultural Studies and Education.
Queer Masculinities: A Critical Reader in Education (with John Landreau), forthcoming, Peter Lang Publishing, 2008. Series: Counterpoints: Studies in the Postmodern Theory of Education.
Queer Theory and Education: A Critical Introduction, forthcoming, Peter Lang Publishing. Series: Peter Lang Primer.
Queering Straight Teachers: Discourse and Identity in Education (with William F. Pinar), Peter Lang Publishing, May 2007. Series: Complicated Conversation: A Book Series of Curriculum Studies.
Dismantling White Privilege: Pedagogy, Politics, and Whiteness (with Leila Villaverde), Peter Lang Publishing, November 2000. Series: Counterpoints: Studies in the Postmodern Theory of Education.
White Reign: Deploying Whiteness in America (with Joe Kincheloe, Shirley Steinberg, and Ronald Chennault), St. Martin’s Press, September 1998. Winner of the AESA (American Educational Studies Association) Critics’ Choice Award.
Books in Preparation:
Queer Masculinities in Popular Culture: A Reader
Queer Pedagogies: Theory, Praxis, Politics
Transgender Children: Public Schooling and Gender and Sexual Politics
Critical Heterosexual Studies and Education: A Reader
Queering Straight Teachers: An Extended Essay
Queering Critical Pedagogy
Toward a Liberal Arts that Counts: Cultivating “Criticality” with Gender and Sexuality Studies
Cultural Pedagogy and the Paradoxical Figure of the Queer-Straight
Book Chapters, Journal Articles, and Encyclopedia Entries:
Rodriguez, N. (forthcoming). Brokeback Mountain and the construction of queer masculinity: Cultivating agency in a critical pedagogy. In N. Rodriguez & J. Landreau (Eds.), Queer Masculinities: A Critical Reader in Education. New York: Peter Lang Publishing.
Rodriguez, N & Landreau, J. (forthcoming). Queer masculinities in education: An introduction. In N. Rodriguez & J. Landreau (Eds.), Queer Masculinities: A Critical Reader in Education. New York: Peter Lang Publishing.
Rodriguez, N. (forthcoming). Queer theory. In Eva Baker, Barry McGaw, Penelope Peterson (Eds.), International Encyclopedia of Education, 3rd Edition. Oxford: Elsevier.
Rodriguez, N. (forthcoming). Queer boys as girl-boys in popular culture. In S. Steinberg & M. Kehler (Eds.), Boy Culture: An Encyclopedia. Westport, CT: Greenwood Press.
Rodriguez, N. (2008). Brokeback Mountain. Men and Masculinities, 10(3), 376-378.
Rodriguez, N. (2007). Queering the course of masculinity studies. Journal of Curriculum and Pedagogy, 4(2), 107-112.
Rodriguez, N. (May, 2007). Queer theory and the discourse on queer(ing) heterosexuality: Pedagogical considerations. In N. Rodriguez & W. F. Pinar (Eds.), Queering Straight Teachers: Discourse and Identity in Education (pp. 277-307). New York: Peter Lang Publishing.
Rodriguez, N. (May, 2007). Preface: Just queer it. In N. Rodriguez & W. F. Pinar (Eds.), Queering Straight Teachers: Discourse and Identity in Education (pp. vii-xiii). New York: Peter Lang Publishing.
Rodriguez, N. (2000). Projects of whiteness in a critical pedagogy. In N. Rodriguez & L. Villaverde (Eds.), Dismantling White Privilege: Pedagogy, Politics, and Whiteness (pp. 1-24). New York: Peter Lang Publishing.
Rodriguez, N. (1998). Emptying the content of whiteness: Toward an understanding of the relation between whiteness and pedagogy. In J. Kincheloe, S. Steinberg, N. Rodriguez, & R. Chennault (Eds.), White Reign: Deploying Whiteness in America (pp. 31-62). New York: St. Martin’s Press.
Rodriguez, N. (1998). Queer youth as political and pedagogical. In W. F. Pinar (Ed.), Queer Theory in Education (pp. 173-185). New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
Research Fellow:
The International Project for Critical Pedagogy, Faculty of Education, McGill University, Montreal, Quebec, Canada
http://freire.education.mcgill.ca/
Editorial Board Membership:
International Journal of Critical Pedagogy
