Queer Studies and Education: An International Reader explores how the category queer, as a critical stance or set of perspectives, contributes to opportunities individually and collectively for advancing (queer) social justice within the context and concerns of schooling and education. The collection takes up this general goal by presenting a cross-section of international perspectives on queer studies in education to demonstrate commonalities, differences, uncertainties, or pluralities across a diverse range of national contexts and topics, drawing a heightened awareness of heterodominance and heteropatriarchy, and to conceptualize non-normative and non-essentialist imaginings for more inclusive educational environments.
Collectively, the chapters critically engage with heteronormativity and normativity more generally as a political spectrum, over a broad range of formal and informal sites of education, and against a backdrop of critiques of liberalism and neoliberalism as the frameworks through which "achievable" social change and belonging are fostered, particularly within educational settings. Taken together, the chapters assembled in Queer Studies and Education invite researchers, scholars, educators, activists, and other cultural workers to examine the multiplicity of contemporary (international) work in queer studies and education with readers' interpretations of queer's deployment across the chapters forming the compass for which to arrive at fresh insights and forms of (queer) critical praxis.
Recenzijos
This book takes us on a fascinating journey across various countries, shedding light on queer perspectives in education. It engages with the potential of queer as a critical approach to foster just and ethical relations in education. Each chapter in the book provides direction for further possibilities and alternate ways of imagining education for a queer-to-come future. It is essential reading for academics and students working to end heteropatriarchal dominance and oppression and provides fresh insights for this endeavor. * Deevia Bhana, University of KwaZulu-Natal, South Africa * Advocates and activists focused on inclusion and accommodation of sexual and gender differences in schooling, teacher education, and other educational domains will find this eclectic edited book useful to build knowledge and understanding of queer and trans identities and issues in racial and other intersections and in global contexts. In doing so, this book places student integrity and agency at the heart of education. * André P. Grace, University of Alberta, Edmonton, Canada * Queer Studies and Education: An International Reader showcases the rich pathways through which queer studies in education is currently travelling - regionally, theoretically, and practically. The collection is deliberately future oriented; readers who engage this text will be inspired to take queer studies elsewhere. It will stimulate thinking and debate among undergraduates and postgraduate students across diverse disciplines and country contexts. * Mary Lou Rasmussen, Australian National University, Canberra, Australia * Melding queer with education, this collection of essays unsettles heteronormative assumptions in education, addresses racism and racialization processes within institutions, and presents limitations in queer pedagogy. This reader underscores the need to examine queerness and education continuously in an era where neoliberal regimes, homophobia and queer visibility collide, pointing to a critical assessment of pedagogical practices and curriculum, queer or not. Queer Studies and Education is a must-read book and an urgent theoretical intervention that is international in scope, global in reach and timely in its subject matter. * Denise Tse-Shang Tang, Lingnan University, Hong Kong *
Acknowledgements
Introduction: Reading Queer Studies and/in Education: International Contexts
and Perspectives
Nelson M. Rodriguez, Robert C. Mizzi, Louisa Allen, and Rob Cover
Chapter 1: Space, Place, and Queerness: The University of the West Indies,
Mona Campus>' Queer Zoning
Adwoa Onuora and Nadeen Spence
Chapter 2: A Queer Sexuality Education: The Possibilities and Impossibilities
of Knowing
Naomi Rudoe
Chapter 3: Rupturing the 'Cul-de-Sac': Queer(y)ing Graduate Education
Studies
James Burford and Genine Hook
Chapter 4: Racism, Heteronormativity, and Educational Assemblage in Germany
Marķa do Mar Castro Varela and Yener Bayramoglu
Chapter 5: Queered Failure and Management Education
Nick Rumens
Chapter 6: Navigating Personal and Professional Identities in the Higher
Education Workplace: A Facilitated Autoethnography
Craig M. McGill, Tonette S. Rocco, Joshua C. Collins, Lorenzo Bowman, Rod P.
Githens, Holly M. Hutchins, Nathan Victoria, Saul Carliner, Gisela P. Vega,
Julie Gedro, and Thomas Nechodomu
Chapter 7: Shifting the Gaze: A Decolonial Queer Analysis of Photographs of
the Canadian Indian Residential Schools
Spy Dénommé-Welch and Robert C. Mizzi
Chapter 8: "No Queers, No Marching Bands": Schools, Social Recognition, and
Gender Visibility on the Brazil-Bolivia Border
Tiago Duque and Gustavo Moura
Chapter 9: Timely Interventions: Queer Activist Early Childhood Teaching in
Aotearoa New Zealand
Alexandra C. Gunn
Chapter 10: Beyond 'Abstinence-Only': The U.S. Christian Right's 'Pro-Family'
Countermovement against Comprehensive Sexuality Education and Sexual and
Reproductive Rights in Eastern and Southern Africa
Finn Reygan and Haley McEwen
Chapter 11: Queering School Sport and Physical Education
Richard Pringle and Dillon Landi
Chapter 12: Queer Screen Pedagogies: Australian Queer Audiences and the
Educational Value of LGBTQ Film and Television Stories
Rob Cover
Chapter 13: The Possibilities and Futurities of LGBTQ Youth: Thinking from a
Queer of Color Critique in Educational Research
Andrea Vasquez and Cindy Cruz
Chapter 14: An Assimilation or Transgression of 'Normativities': A
Qualitative Sociological Exploration of the Experiences of Gay and Lesbian
Students at a South African University
Tshanduko Tshilongo and Jacques Rothmann
Chapter 15: Norm-Critical Pedagogy as Femo- and Homonationalism: Perspectives
on Norm Critique in Swedish Research, Activism, and Educational Practice
Eva Reimers
Chapter 16: 'The Only Orange Park Bench': Using Photo-Elicitation to Explore
Campus Experiences of LGBTIQA+ Students
John Fenaughty, Lucy Cowie, and Louisa Allen
Chapter 17: Trans Children in Primary Schools: Thinking Queerly About
Happiness and Time
Aoife Neary
Chapter 18: Queer Love and Education
Nelson M. Rodriguez and William F. Pinar
Index
Nelson M. Rodriguez is Associate Professor of Women's, Gender, and Sexuality Studies at The College of New Jersey, where he serves as Coordinator of the Sexuality and Queer Studies Program. His scholarship spans the fields of queer and gender studies, Foucault studies, critical pedagogy and cultural studies, and education. His recent publications include Michel Foucault and Sexualities and Genders in Education: Friendship as Ascesis (with David Lee Carlson, 2019); Queer Pedagogies: Theory, Praxis, Politics (with Cris Mayo, 2019); Critical Concepts in Queer Studies and Education: An International Guide for the Twenty- First Century (with Wayne J. Martino, Jennifer C. Ingrey, and Edward Brockenbrough, 2016); Educators Queering Academia: Critical Memoirs (with sj Miller, 2016); Queer Masculinities: A Critical Reader in Education (with John C. Landreau, 2012); and Queering Straight Teachers: Discourse and Identity in Education (with William F. Pinar, 2007).
Robert C. Mizzi is the Canada Research Chair in Queer, Community, and Diversity Education and Associate Professor in the Faculty of Education at the University of Manitoba, Canada. He has over 200 publications and presentations, including articles published in the Journal of Homosexuality and the Journal of Studies in International Education. He has also published five books, with the most recent being the Handbook of Adult and Continuing Education in 2020. He is President Emeritus of the Canadian Association of Adult Education and is Editor Emeritus of the Canadian Journal for the Study of Adult Education. Robert has been inducted into the International Adult and Continuing Education Hall of Fame and the Royal Society of Canada (College of New Scholars).
Louisa Allen is a Professor in the Faculty of Education and Social Work at the University of Auckland. Her scholarship spans the areas of gender, sexualities, sexuality, reproduction, and education. This work is informed by queer theory, feminist new materialism, feminist philosophy and sensory studies. To explore these areas, she employs innovative research methodologies such as visual and more recently sensory methods, including soundwalks and smellwalks. With her colleague Professor Mary Lou Rasmussen, she is currently Editor-in-Chief of the first Encyclopedia of Sexuality Education. Her most recent project is a Marsden Grant with Professor Katrina Roen, which explores experiences of shame and silence for intersex young people.
In 2021, she published a sole-authored book, Breathing Life Into Sexuality Education, which disrupts existing ideas about the nature and purpose of this curriculum. It employs scholarship from disparate disciplinary fields, including feminist philosophy, education, sound studies, geography, and anthropology to imagine the possibilities of a sensuous sexuality education pedagogy.
Rob Cover is Professor of Digital Communication at RMIT University, Australia. He is Chief Investigator on an Australian Research Council Discovery project investigating the pedagogies of gender and sexual diversity in Australian screen media and on an ARC Linkage studying the well-being aspects of gender- and sexually diverse migration. The author of seven books and over 100 journal articles and chapters, his recent books include Queer Youth Suicide, Culture and Identity: Unliveable Lives? (2016); Digital Identities: Creating and Communicating the Online Self (2016); Flirting in the Era of #MeToo (with A. Bartlett and K. Clarke, 2019); Emergent Identities: New Sexualities, Gender and Relationships in a Digital Era (2019); and Fake News in Digital Cultures (with J. Thompson and A. Haw, 2022).
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