title: Promising Pedagogy: Advancing the Educational Experience of Queer Students Through Transformative Leadership.
abstract: The school experience for queer youth is often quite different from that of their heterosexual and gender-conforming peers; yet it is often the c ase that little attention is given to the disparate and inequitable educational and social conditions under which lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth must learn. In fact, the entirety of pedagogical structures in many schools creates milieus where queer youth, those who have loved ones who are queer, and those who are merely perceived to be queer are systematically marginalized and deprived of their right to a safe, supportive, and equitable educational experience. Transformative leadership theory (TLT) inspires educational leaders to create inclusive and excellent schools for all youth. Neither a prescriptive model nor a process-oriented theory, TLT offers eight tenets that operate in concert to form an authentic way of being informing and guiding leaders' decisions and actions toward the goal of individual, organizational, and societal change.
authors.affiliation: a Educational Leadership and Policy Studies , Wayne State University , Detroit , Michigan , USA.
authors.forename: Thomas
authors.initials: T
authors.lastname: Zook
mesh_terms: D000293:Adolescent; D005260:Female; D020010:Heterosexuality; D063509:Homophobia; D006801:Humans; D007857:Leadership; D008297:Male; D010379:Peer Group; D012574:Schools; D000072339:Sexual and Gender Minorities / Q000193:education*; D063508:Social Discrimination; D012935:Social Justice; D013334:Students
keywords: Gender identity; LGBTQ; hetero/cisnormativity; homo/transphobia; inclusive pedagogy; marginalization; oppression; sexual orientation; social justice; transformative leadership