(2016-03-02) Few-Demo, April L.; Humble, Áine M.; Curran, Melissa A.; Lloyd, Sally A.
We discuss how to move the family studies field and the teaching of family theories from covering the “facts” that LGBT‐parent families exist to a critical conversation that incorporates conceptual tools, language, and theoretical insights from queer and intersectionality theories. We attempt to move this conversation by presenting a model of curricular change for teaching family studies theories courses that shifts from LGBT‐parent exclusion, compensatory addition of LGBT‐parent families, and LGBT‐parent families as disadvantaged to a focus on queer and intersectional scholarship and a continuing postmodern paradigm shift. We discuss how instructors can engage in critical feminist‐oriented self‐reflexivity and transformational pedagogy.