Dr. Loutzenheizer’s research interests are focused on the educational experiences of marginalized youth. This focus emanates from her teaching experience and research on youth in alternative educational settings. She combines a fascination with curriculum, queer /gender, and poststructural theories, as well as the intersections of race, gender, sexuality, etc. in schooling to look at the experiences of marginalized youth.

Currently, she is working on research with youth in foster care.
 A second strand of her research flows from the statements of youth in alternative settings suggesting that they learn best when strong connections are made with teachers and with their own lives/identities. Therefore, she is also interested in exploring how sometimes difficult and controversial issues such as heteronormativity, and racism can be brought into both K-12 (particularly social studies) and teacher education courses. An outgrowth of this interest is a research project on the use of cultural school autobiographies in teacher education.
 Dr. Loutzenheiser also delves into the ethical conundrums of qualitative research methodologies and enjoys playing with technology which has led to the use and teaching of video ethnography.

Selected Publications

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. New York: Routledge, 2010

Loutzenheiser, L. W., & Moore, S. D. M. 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, 2009.

“Baudrillard”. In C. Kriedel (Ed.) Sage Encyclopedia of Curriculum Studies. Thousand Oaks, CA: Sage

“Ruminations on stuck places: Identities, race and queer theories”. Journal of Curriculum and Pedagogy. 4.2 (2008):6-10.

“Working alterity: The impossibility of ethical research with youth”. Educational Studies. 41.2 (2007): 108 – 127.

“Working fluidity, materiality and the educational imaginary: A case for contingent primacy”. Journal of Canadian Association of Curriculum Studies . 3.2 (2006): 27 – 40.

The Ambivalences and circulation of globalization and identities: Sexualities, gender and the curriculum”. Journal of Curriculum Theorizing. 21.2 (2005): 117 – 139

Loutzenheiser, Lisa W. and Lori B. MacIntosh. “Sexualities, citizenships and education”. Theory into Practice. 43.2 (2004): 151 – 159.

Loutzenheiser, Lisa W. and Lori B. MacIntosh. “Sexualities, citizenships and education”. Theory into Practice. 43.2 (2004): 151 – 159.

“Gender and social studies”. Challenges and prospects for Canadian social studies. Ed. Ian Wright and Alan Sears. Vancouver: Pacific Educational Press, 2004. 176 – 186.

“Sexuality and the Body”. Defending public schools: Curriculum continuity and change in the 21st century. Ed. Kevin Vinson and E. Wayne Ross. Westport, CT: Praeger, 2004. 133 – 148.

“Bein’ seen and heard: Listening to young women in alternative schools”. Anthropology and Education Quarterly 33.4 (2002): 441 – 464.

“Uneasy similarities, uneven parallels: Race, sexuality and civil rights discourses”. Critical race theory perspectives in the social studies: The profession, policies and curriculum. Ed. Gloria Ladson-Billings. Greenwich, CT: Information Age Publishing,

“If I talk about that, they will burn my house down: The Possibilities and Tensions of Queered, Anti-racist Pedagogy”. Troubling Intersections of Race and Sexuality: Queer Students of Color and Anti-Oppressive Education. Ed. Kevin Kumashiro. Landham, MD: Rowman & Littlefield, 2001.

“How schools play smear the queer”. Feminist Teacher. 10.2
(1996): 59 – 64.

Review of Anti-Racist Scholarship: An Advocacy

Painting outside the lines?: tensions and possibilities of alternative
schools for marginalized studentsm