Queer Masculinities: A Critical Reader in Education

ISBN-13: 9789400725515 / Angielski / Twarda / 2011 / 316 str.

Landreau, John

Opis

Queer Masculinities: A Critical Reader in Education is a substantial addition to the discussion of queer masculinities, of the interplay between queer masculinities and education, and to the political gender discourse as a whole. Enriching the discourse of masculinity politics, the cross-section of scholarly interrogations of the complexities and contradictions of queer masculinities in education demonstrates that any serious study of masculinity--hegemonic or otherwise--must consider the theoretical and political contributions that the concept of queer masculinity makes to a more comprehensive and nuanced understanding of masculinity itself. The essays adopt a range of approaches from empirical studies to reflective theorizing, and address themselves to three separate educational realms: the K-12 level, the collegiate level, and the level in popular culture, which could be called 'cultural pedagogy'. The wealth of detailed analysis includes, for example, the notion that normative expectations and projections on the part of teachers and administrators unnecessarily reinforce the values and behaviors of heteronormative masculinity, creating an institutionalized loop that disciplines masculinity. At the same time, and for this very reason, schools represent an opportunity to 'provide a setting where a broader menu can be introduced and gender/sexual meanings, expressions, and experiences boys encounter can create new possibilities of what it can mean to be male'. At the collegiate level chapters include analysis of what the authors call 'homosexualization of heterosexual men' on the university dance floor, while the chapters of the third section, on popular culture, include a fascinating analysis of the construction of queer 'counternarratives' that can be constructed watching TV shows of apparently hegemonic bent. In all, this volume's breadth and detail make it a landmark publication in the study of queer masculinities, and thus in critical masculinity studies as a whole.

The aim of this edited volume is to promote dialogue and debate on the understudied§and under-theorized topic of queer masculinities and education. Each of the§essays was composed for the express purpose of contributing to this anthology, and each§investigates the complex and often contradictory intersections among the three categories§announced in the title of the book: queer, masculinity and education. §The essays explore the meanings and practices of queer masculinities§in three related but distinct spheres of education, each comprising a distinct section of the§book. The first section focuses on K-12, the second on the university, and the third on the§field of popular culture in terms of its pedagogical function. §Queer Masculinities offers three overall scholarly§contributions: the first is to the field of critical masculinity studies, the second to gender§and sexuality studies, and the third to the field of education.

Recenzje

From the reviews:

"This new edited collection by Landreau and Rodriguez helps demonstrate the rich potential of using gender and queer theories to examine educational practices and contexts. ... For scholars and researchers ... their introduction frames the text effectively and exposes the reader to the foundational theorists shaping the work in the volume. ... For anyone with an interest in gender studies, queer theory, and their implications for educational scholarship, this volume would be a valuable starting point ... ." (Elizabeth J. Meyer, Sex Roles, July, 2014)

Spis treści

Chapter 1. Queer Masculinities in Education: An Introduction, John C. Landreau and Nelson M. Rodriguez. Part I Queer Masculinities at the K-12 Level: Chapter 2. Queering Masculinities in Male Teachers’ Lives, Wayne Martino; Chapter 3. Queer Masculinities, Gender Conformity, and the Secondary School, Mark McCormack; Chapter 4. Phallic Girls?: Girls’ Negotiation of Phallogocentric Power, Emma Renold and Jessica Ringrose; Chapter 5. The Queer in Masculinity: Schooling, Boys, and Identity Formation, Máirtín Mac an Ghaill and Chris Haywood; Chapter 6. Tangling with Masculinity: Butchness, Trans, and Feminism, Cris Mayo; Chapter 7. Queering Classes: Disrupting Hegemonic Masculinity and the Effects of Compulsory Heterosexuality in the Classroom, Robert Heasley and Betsy Crane. Part II Queer Masculinities at the Collegiate Level: Chapter 8. Queering Masculine Peer Culture: Softening Gender Performances on the University Dance Floor, Grant Tyler Peterson and Eric Anderson; Chapter 9. Does Masculinity Have a Race? Queering White Masculinities, Bobby Noble; Chapter 10. Queer Listening as a Framework for Teaching Men and Masculinities, John C. Landreau; Chapter 11. Becoming the Loon: Queer Pedagogies and Female Masculinity, Stacey Waite; Chapter 12. Trading Gender: University Spaces as a Facilitator for Transgressive Embodiment of Women in Male-Dominated Trades, Louisa Smith. Part III Queer Masculinities and Cultural Pedagogies: Chapter 13. Fighting Fairies, Gazing at Men: How to Become a Queer Reader, Jeffery P. Dennis; Chapter 14. “Please Sir! Can I Come Out of the Closet and into the Classroom?”: British Low Culture and Representations of Queer Masculinities in Education, Peter Hughes Jachimiak; Chapter 15. Coming Undone: James Baldwin’s Another Country and Queer Pedagogy, Dennis Carlson; Chapter 16. Queer Imaginative Bodies and the Politics and Pedagogy of Trans Generosity: The Case of Gender Rebel, Nelson M. Rodriguez; Chapter 17. Educating-Bodies: Dialogism, Speech Genres, and Utterances as the Body, David V. Ruffolo. Index.

O autorze

John C. Landreau is associate professor of women’s and gender studies at The College of New Jersey. His research interests include masculinity and the rhetoric of war, gender and literature, and Latin American masculinities. He has published previously on Peruvian and Andean literature and language.

Nelson M. Rodriguez is assistant professor of women’s and gender studies and of educational foundations and critical pedagogy at The College of New Jersey. He is also a research fellow at the Paulo and Nita Freire International Project for Critical Pedagogy, Faculty of Education, McGill University, Montreal, Quebec, Canada. His current research areas include LGBT and queer studies, critical masculinity studies, critical heterosexual studies, queer studies in education, and queer/trans pedagogies. His most recent publication (with William F. Pinar) is Queering Straight Teachers: Discourse and Identity in Education (2007). His forthcoming book (with Cris Mayo) is Queer Pedagogies: Theory, Praxis, Politics.

Blurb

Queer Masculinities: A Critical Reader in Education makes a substantial contribution to contemporary scholarship on gender and sexuality studies in education. Collectively the essays in this volume illuminate a broad range of queer practices and representations of masculinity in education, demonstrating that any serious study of masculinity must consider the theoretical and political contributions that the concept of queer masculinities makes to a more comprehensive and nuanced understanding of masculinity itself. In addition, Queer Masculinities encourages new approaches to educational theory and practice—while contributing more generally to knowledge production in the fields of critical masculinity studies and queer studies—by examining the complex interplay between queer masculinities and education.

 The essays range from empirical studies to theoretical reflections, and address themselves to three separate educational realms: the K-12 level, the collegiate level, and the pedagogy of cultural production. Some of the essays focus on the disorienting presence of queer masculine student and teacher bodies in the K-12 or college classroom, and on the effects of queer performances of masculinity on classroom dynamics and on processes of learning. Others reflect on the challenges of actively queering pedagogical practice and research methodologies, and on its practical and theoretical rewards. Still others emphasize the cultural pedagogy of representations of queer masculinities in television, documentary film, and the novel, with special attention to the transformative possibilities inherent in those representations that challenge gender norms, or that make them strange or incoherent. Indeed,  for many of the authors, the performative complexities of dislocating, “unmapping,” or “stealing” masculinity form the backdrop for an impassioned reflection on the cultural and pedagogical necessity of such an endeavor. In all, this volume’s breadth and detail make it a landmark publication in the study of queer masculinities, in critical masculinity studies as a whole, and in educational theory and practice.