Queer Pedagogy: Praxis Makes Im/Perfect

Bryson, Mary; Castell, Suzanne de

doi:10.2307/1495388

Cited by 106 publications

(37 citation statements)

References 27 publications

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“…In our case, the attempts of some students to challenge gender stereotypes and heteronormativity were embraced by the teacher, who was in turn willing to change his pedagogical approach to teaching PE in what could be seen as a queer fashion. In our view, exploring the case and its conditions of possibility (Foucault 1980, p. 77) might point in the direction of a queer pedagogy, which is "a radical form of educative praxis implemented deliberatively to interfere with, to intervene in, the production of 'normalcy' in school subjects" (Bryson and de Castel 1993).…”

Section: Introductionmentioning

confidence: 99%

“…More succinctly, and like Akşit (2011), we view heterotopias "as real/material places that affirm difference and enable resistance to authority" (p. 300). In this way, we believe that the concept of heterotopia can be usefully contextualised within a queer pedagogy with a view to intervening in the production of 'normalcy' in school subjects (Bryson and de Castel 1993;cf. also Tamboukou 2004) -because the production of normalcy seems to be commonplace in PE.…”

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confidence: 99%

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Heterotopias in physical education: towards a queer pedagogy?

Larsson

Quennerstedt

Öhman

2014

Gender and Education

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PostprintThis is the accepted version of a paper published in Gender and Education. This paper has been peerreviewed but does not include the final publisher proof-corrections or journal pagination.Citation for the original published paper (version of record):Larsson, H., Quennerstedt, M., Öhman, M. (2014) Heterotopias in physical education: towards a queer pedagogy?. Gender and Education AbstractThis article sets out to outline how prevailing gender structures can be challenged in physical education (PE) by exploring queer potentials in an event that took place during a dancing lesson in an upper secondary physical education class. The event and its features were documented through video recording and post-lesson interviews with the teacher and some of the students. It is argued that the event can be seen as a heterotopia, according to Michel Foucault a 'counter-site' enabling the resistance to authority, where the production of normalcy was challenged. Further, even though the event happened spontaneously, the authors suggest that it can show a way towards a queer pedagogy for PE through teaching paradoxically; it indicates a preferred ethos of the lesson and the use of conceptual tools by teachers and students that make them able to intervene in the production of normalcy.

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Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

Heterotopias in physical education: towards a queer pedagogy?

Larsson

Quennerstedt

Öhman

2014

Gender and Education

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“…Barnard, 1999). 12 Bromseth and Darj, 2010;Bryson and de Castell, 1993;Kumashiro, 2002. 13 Snyder and Broadway, 2004. understanding that students create of themselves and of science.…”

Section: Gender and Queer Perspectivesmentioning

confidence: 99%

Queering animal sexual behavior in biology textbooks

Ah-King

2013

Confero

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Biology is instrumental in establishing and perpetuating societal norms of gender and sexuality, owing to its afforded authoritative role in formulating beliefs about what is “natural”. However, philosophers, historians, and sociologists of science have shown how conceptions of gender and sexuality pervade the supposedly objective knowledge produced by the natural sciences. For example, in describing animal relationships, biologists sometimes use the metaphor of marriage, which brings with it conceptions of both cuckoldry and male ownership of female partners. These conceptions have often led researchers to overlook female behavior and adaptations, such as female initiation of mating. Such social norms and ideologies influence both theories and research in biology. Social norms of gender and sexuality also influence school cultures. Although awareness of gender issues has had a major impact in Sweden during recent years, the interventions conducted have been based on a heteronormative understanding of sex; this has rendered sexual norms a non-prioritized issue and thereby rendered non-heterosexuals invisible in teaching and textbooks. Since this research was published in 2007 and 2009, norm critical pedagogics have been included in the Swedish National Agency for Education’s guidelines for teaching. This inclusion represents one way to tackle the recurring problem of heterosexuality being described as a naturalized “normal” behavior and homosexuals, bisexuals and transsexuals being described from a heteronormative perspective. In this paper, I employ gender and queer perspectives to scrutinize how animal sexual behavior is described and explained in Swedish biology textbooks. The analysis is based in gender and queer theory, feminist science studies, and evolutionary biology. The article begins with an outline a discussion of my theoretical framework, relating gender and queer perspectives on evolutionary biology to a discussion of queer methodology. I then scrutinize some empirical examples drawn from five contemporary biology textbooks used in secondary schools (by students aged 16-18 years old). Finally, I discuss the implications of the textbooks’ representations of animal sexual behavior, the problems of and need for a “textbook-version”, and providing examples of what an inclusive approach to biology education might look like.

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“…Although there are different perspectives on queer pedagogy (see, e.g., Britzman, 1995;Bryson & de Castell, 1993;Quinlivan & Town, 1999;Spurlin, 2002;Sumara & Davis, 1999;Weems, 2007), it is generally recognized that it involves, in Bryson and de Castell's (1993) words, "teaching against-thegrain" (p. 288). To put it differently, queer pedagogy attempts to identify, highlight, demystify, unpack, and interrupt the often hidden ideological dimensions of knowledge systems circulated and reproduced in educational environments and in public culture.…”

Section: Queer Pedagogy and The Politics Of Representationmentioning

confidence: 99%

Queering the Politics of Lambda Picture Book Finalists: Challenging Creeping Neoliberalism Through Curricular Innovations

Shimanoff

Elia

Yep

2012

Journal of Homosexuality

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In many instances, adults serve as gatekeepers for what books children are permitted to explore. Unfortunately, this means that most children have limited access to picture books with lesbian, gay, bisexual, transgender, and queer (LGBTQ) characters. In this article, we use queer pedagogy and observations about neoliberalism to provide a qualitative analysis of LGBTQ characters in picture books which were finalists for a Lambda Literary Award during 2000-2005. We examined the ways in which LGBTQ identities and relationships are negotiated and how sexual prejudice is treated. While it is improbable that the books we analyze would be embraced by proponents of neoliberalism, we also briefly consider some ways in which they may be inadvertently consistent with that perspective. The article closes with recommendations regarding discussion questions, additional readings, and educational activities aimed at guiding children, and adults, to appreciate a diversity of multidimensional identities and family structures, to develop strategies to respond constructively to emotional and physical violence, and to promote the public wellbeing. We hope that this analysis will lead to more frequent, productive, and expansive discussions of this literature among adults and children.

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Queer Pedagogy: Praxis Makes Im/Perfect

Cited by 106 publications

References 27 publications

Heterotopias in physical education: towards a queer pedagogy?

Heterotopias in physical education: towards a queer pedagogy?

Queering animal sexual behavior in biology textbooks

Queering the Politics of Lambda Picture Book Finalists: Challenging Creeping Neoliberalism Through Curricular Innovations

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