Gender/sexuality/race in educational settings
Gender Studies/queer theory
University of Wisconsin , PhD, (Double) Curriculum and Instruction and Educational Policy Studies
University of California, Berkeley, B.A, American Political Development
Dr. Loutzenheiser’s research interests are centered in youth studies, qualitative methodologies, sociology and anthropology of education, anti-oppressive and critical race theories, curriculum policy and gender and queer theories.
Dr. Loutzenheiser’s research interests are focused on the educational experiences of marginalized youth and the teaching and learning directed for and about students labeled as such.
Her current research involves an ethnography of a leadership camp for LGBQ and TTI youth and their allies, and a policy analysis of “anti-homophobia” policy in British Columbia school boards.
She is also particularly interested in the ways theories of race, sexualities, and gender are useful across research projects, methods and methodologies.
Loutzenheiser, L. W. (2010). Can we learn queerly? Normativity and social justice pedagogies.In T. K. Chapman & N. Hobbel (Eds.), The practice of freedom: Social justice pedagogy in the United States (pp. 121-143). New York: Routledge.
Loutzenheiser, L. W., & Moore, S. D. M. (2009). Safe schools, sexuality and critical education. In M. Apple, W. Au & L. A. Gandin (Eds.), Routledge international handbook of critical education (pp. 161-173). New York: Routledge.
Loutzenheiser, Lisa W. (2007): “Ruminations on stuck places: Identities, race and queer theories”. Journal of Curriculum and Pedagogy. 4(2)