Queer Practice as Research: A Fabulously Messy Business

Campbell, Alyson; Farrier, Stephen

doi:10.1017/s0307883314000601

Cited by 10 publications

(7 citation statements)

References 4 publications

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“…Abby's comment points to the joyfulness and fullness of our time together with SJA students. It also suggests the messiness (Campbell & Farrier, 2015) that Gender is Like an Ocean (Baer & Simon, 2017) tries to capture and, like most stories of research and teaching, also smooths over in the telling. The story the film tells about what it was like to learn alongside our student co-researchers has become intimately familiar to us.…”

Section: Discussionmentioning

confidence: 99%

“…During the process documented in the film, we invited teacher candidates and youth to use Cronn‐Mills' book as a basis for exploring the social construction of gender and their own experiences as gendered individuals. We intended this as a starting point for disrupting transphobic, homophobic, and sexist discourses and practices in our schools and communities, but also to queer curriculum, teacher education, and schooling (Butler‐Wall et al., 2015; Campbell & Farrier, 2015; Meyer & Pullen Sansfaçon, 2014; Omercajic, 2015; Tempel, 2011) with the goal of expecting and embracing all‐gender expression (hicks, 2017; wallace skelton, 2022). The film documents the creative projects and conversations that emerged from these intergenerational explorations of gender.…”

Section: Background and Literaturementioning

confidence: 99%

“…In this article, we trace the development of the film to explore how co‐researching gender with young people informed our approach to critical literacy pedagogy and, in turn, how our approach to teaching queered the “notationally clean lines” (Campbell & Farrier, 2015, p. 83) of classroom research. Returning to behind‐the‐scenes footage from the film, we examine three critical moments from the filmmaking process in which students' participation in crafting the film's narrative, shaped by their own experiences of gender, queered our approach to teaching, research, and filmmaking.…”

Section: Introductionmentioning

confidence: 99%

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“Gender is like an ocean”: Exploring the intersections of queer literacy research and teaching through filmmaking

Simon,

Baer,

Walkland

2024

J Adolescent & Adult Lit

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In this article, we revisit the co‐creation of a 45‐min film, Gender is Like an Ocean, produced with middle school students in response to Kirstin Cronn‐Mills's young adult novel Beautiful Music for Ugly Children. The making of this film brought together collaborative inquiry and arts creation. Drawing on the work of critical literacy educators as well as scholars in queer and trans studies, we trace students' participation in the process of co‐creating this film through three critical moments, which map their inquiries into gender identity and representation and our own attempts to learn alongside them.

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Section: Discussionmentioning

confidence: 99%

Section: Background and Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“Gender is like an ocean”: Exploring the intersections of queer literacy research and teaching through filmmaking

Simon,

Baer,

Walkland

2024

J Adolescent & Adult Lit

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“…A study which seeks to be authentic to the unrepeatable nature of queer existence in religious schooling must be open to the messiness of working with human persons. Regarding PAR in queer research, Campbell and Farrier (2015) note:…”

Section: A Philosophy Of An Actionable Methodsmentioning

confidence: 99%

Brave Spaces: Action Research With Queer Educators in Religious Schools

Stockbridge¹

2019

Proceedings of the 2019 AERA Annual Meeting

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We live in paranoia!" The voice of Pablo (all names given are pseudonyms) broke the silence of a heavy moment as queer teachers from religious institutions met to discuss experiences in their schools. Everyone in the room agreed. Many queer teachers in religious institutions must negotiate the closet in their schools, where being "out" is cause for termination (Griffin, 1991; Sedgwick,1990). Teachers in this first meeting spoke of the isolation and anxiety that surrounded their daily lives. Pablo explained the degree to which life in the closet affected queer teacher lives: "Our own community of friends is threatened by their association with us." Another educator, Jae, reflected on the conversation and identified the reality that his peers were describing as an institutional "mechanism of fear." Then they asked fateful and brave question:So, what are we going to do about it?This paper represents a snapshot of a living, and richly evolving, community action research project driven by queer identified teachers in religious schools and two partnering university researchers. This ongoing process of conscientization, action, analysis, and renewed inquiry initially developed from two separate dissertation studies focused on the experiences ofLGBTQIA+ teachers in Catholic institutions. What flowed from these initial studies was a community of queer educators who have drawn together to understand both themselves, their agency, and the institutions which they inhabit. In a time in which hegemonic discourses drown out voices which trouble the status-quo, libratory action research has erupted from the margins.The paper highlights the communal and epistemological power of praxis as described in the work of Paulo Freire and lived by this community (2000). Our purpose is to trace the ways that this

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“…Finally, I argue that specific kinds of urban ecological and multispecies relations depicted in Merlinka's Terezin sin are particular to queer relationality as formed within the built environment produced for the ( re )production of the ( re )productive heterosexuality. Terezin sin offers us a view of minority relations with non-human animals, plants, and infrastructure that are decidedly messy, exploitative and caring at the same time under the conditions of infrastructural intimacy of ( re )productive heterosexuality ( on queerness and messiness v. Campbell, Farrier, 2015;Dadas, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

My Four Dogs: Urban Ecology in Vjeran Miladinović Merlinka’s Terezin sin

Filipović

2022

10.14746/pss

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In this article, I analyze the relations between humans, non-humans, and infrastructure in Vjeran Miladinović Merlinka’s fictionalized autobiography Terezin sin. I argue that queer humans and non-humans share a particular ontological and axiological space and time in urban ecology in relation to the built environment of cis-heteronormative socius grounded in reproductive heterosexuality.The fictionalized autobiography that is explored in this article offers a particular view of minoritarian relation as it depicts a queer form of relationality that is lived sideways to the cis-heteronormativity and reproductive heterosexuality as an oppressive form of life that creates a specific kind of infrastructural intimacy for itself in the urban built environment. Relations between queer humans andnon-humans under these conditions are decidedly messy, as they are described as both caring and exploitative in Terezin sin.

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Queer Practice as Research: A Fabulously Messy Business

Abstract: Erotics: desire and excessBecause these methods are embodied, a large part of what attracts queers to PaR is its erotics, understood here in the Bataillean sense as both desire and excess, the

Cited by 10 publications

References 4 publications

“Gender is like an ocean”: Exploring the intersections of queer literacy research and teaching through filmmaking

“Gender is like an ocean”: Exploring the intersections of queer literacy research and teaching through filmmaking

Brave Spaces: Action Research With Queer Educators in Religious Schools

My Four Dogs: Urban Ecology in Vjeran Miladinović Merlinka’s Terezin sin

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