Queer Pedagogies: Theory, Praxis, Politics

ISBN-13: 9783030270643 / Angielski / Twarda / 2019 / 148 str.

Cris Mayo; Nelson M. Rodriguez

Spis treści

Introduction: What Are Queer Pedagogies Anyway? Reflections on Theory, Praxis, Politics Cris Mayo and Nelson M. Rodriguez.- Chapter 1: Coming Closer to Queer through Troubling Assessment Author: Mollie V. Blackburn.- Chapter 2: Queer(y)ing Teacher Education: Ignorance, Insecurity, and Intolerance Janna Jackson.- Chapter 3: Ending Bullying and Harassment: The Case for a Queer Pedagogy Elizabeth J. Meyer.- Chapter 4: Hooked on a Feeling? The Paradoxes of Engaging with Queerly Affective Silences and Talk in a High School Classroom Kathleen Quinlivan.- Chapter 5: Impossible Pedagogy: Privatization and a Queered Public Arts Education Therese Quinn.- Chapter 6: Queering Mathematics Pedagogy: Mathematical Inqueery Kat Rands.- Chapter 7: What Is Queer Pedagogy? Mary Lou Rasmussen and Daniel Marshall.- Chapter 8: Thinking Queer about the Space of School Safety: Violence and Dis/placement of LGBTQ Youth of Color Lisa Weems.- Chapter 9: Institutions of Education: Queer Pedagogies, Social Foundations, and Praxis Leila Villaverde and Brian Ammons.- Chapter 10: “That Wasn’t Very Free Thinker”: Queer Critical Pedagogy in the Early Years Kim Hackford-Peer.- Chapter 11: Queer for Learning, Queer for Teaching Cris Mayo.- Chapter 12: A Narrative that Will Be Said of a Gay Man in Utah Scott Gust.- Chapter 13: Queer Pedagogy and the Complexity of the Future of Heterosexual Identity Nelson M. Rodriguez.

O autorze

Cris Mayo is Professor of Women’s and Gender Studies and Director of the LGBTQ+ Center at West Virginia University. Publications in queer studies, gender and sexuality studies, and philosophy of education include three single-authored books, Gay-Straight Alliances and Associations Among Youth in Schools (Palgrave Macmillan, 2017), LGBTQ Youth and Education: Policies and Practices (Teachers College Press, 2013), Disputing the Subject of Sex: Sexuality and Public School Controversies (Rowman and Littlefield, 2004, 2007) as well as articles in Educational Researcher, Teachers College Record, Educational Theory, Studies in Philosophy and Education, Policy Futures in Education, Review of Research in Education, and Sexuality Research and Social Policy. Mayo is currently editing the Oxford University Press Encyclopedia on Gender and Sexuality in Education and co-editing, with Mollie Blackburn, a book on queer, trans, and intersectional pedagogies.

Nelson M. Rodriguez is Associate Professor of Women’s, Gender, and Sexuality Studies in the School of Humanities and Social Sciences at The College of New Jersey. His current research areas span queer studies and education, critical masculinity studies, and Foucault studies. Professor Rodriguez is co-editor of the series Queer Studies and Education (Palgrave Macmillan) and Routledge Critical Studies in Gender and Sexuality in Education (Routledge/Taylor and Francis). His recent publications include – Critical Concepts in Queer Studies and Education: An International Guide for the Twenty-First Century (Palgrave Macmillan); Educators Queering Academia: Critical Memoirs (Peter Lang); Queer Masculinities: A Critical Reader in Education (Springer); and Queering Straight Teachers: Discourse and Identity in Education (Peter Lang). Rodriguez’s forthcoming books include – Queer Studies and Education: An International Anthology; Michel Foucault and Sexualities and Genders in Education: Friendship as Ascesis; LGBTQ+ Studies: Theoretical Interventions in Curriculum and Pedagogy; and Foucauldian Philosophy and Implications for Educational Research: Michel Foucault’s Lectures at the Collège de France.

Blurb

This book invites readers to explore the critical interruptions occasioned by queer pedagogies. Building on earlier scholarly work in this area, as well as pedagogical production arising out of queer activism, the chapters in this volume examine a broad range of themes as they collectively grapple with the meaning and practice of queer pedagogy across different contexts. In this way, Queer Pedagogies provides a glance at new ways of thinking about and acting on contemporary educational topics and debates situated at the intersection of queer studies and education. In taking up the concept of queer pedagogy, the volume provides ample opportunities for scholars, educators, activists, and other cultural workers to critically engage with ongoing questions of theory, praxis, and politics.