Honoring diversity and lived experiences through intersectional approaches.

Author(s):

Date:

1993

Publication:

Canadian Journal of Education / Revue Canadienne de l’éducation

Citation:

Bryson, M., & de Castell, S. (1993). Queer pedagogy: Praxis makes im/perfect. Canadian Journal of Education / Revue Canadienne de l’éducation, 18(3), 285–305. https://doi.org/10.2307/1495388

Section on webpage:

Queer Pedagogy Literature

Tenets:

Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.

Annotation:

(Abstract) This article examines tensions between post-structuralist theories of subjectivity and essentialist constructions of identity in the context of a lesbian studies course co-taught by the authors. We describe the goals, organizing principles, content, and outcomes of this engagement in the production of “queer pedagogy” — a radical form of educative praxis implemented deliberately to interfere with, to intervene in, the production of “normalcy” in schooled subjects. We argue for an explicit “ethics of consumption” in relation to currciular inclusions of marginalized subjects and subjugated knowledges. We conclude with a critical analysis of the way that, despite our explicit interventions, all of our discourses, all of our actions in this course were permeated with the continuous and inescapable backdrop of white heterosexual dominance, such that: (a) any subordinated identity always remained marginal and (b) “lesbian identity” in this institutional context was always fixed and stable, even in a course that explicitly critiqued, challenged, and deconstructed a monolithic “lesbian identity.”

Feminist Pedagogy for Teaching Online

Tenet: Honoring diversity and lived experiences through intersectional approaches.

Author(s):	Shor, I. Freire, P.
Date:	1987
Publication:	Greenwood Publishing Group
Citation:	Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. Greenwood Publishing Group.

Section on webpage:	Liberatory Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Google Books) Two world renowned educators, Paulo Freire and Ira Shor, speak passionately about the role of education in various cultural and political arenas. They demonstrate the effectiveness of dialogue in action as a practical means by which teachers and students can become active participants in the learning process. In a lively exchange, the authors illuminate the problems of the educational system in relation to those of the larger society and argue for the pressing need to transform the classroom in both Third and First World contexts. Shor and Freire illustrate the possibilities of transformation by describing their own experiences in liberating the classroom from its traditional constraints. They demonstrate how vital the teacher’s role is in empowering students to think critically about themselves and their relation, not only to the classroom, but to society. For those readers seeking a liberatory approach to education, these dialogues will be a revelation and a unique summary. For all those convinced of the need for transformation, this book shows the way.

Author(s):	Wilson, C. M. Hanna, M. O. Li, M.
Date:	2019
Publication:	Equity & Excellence in Education
Citation:	Wilson, C. M., Hanna, M. O., & Li, M. (2019). Imagining and enacting liberatory pedagogical praxis in a politically divisive era. Equity & Excellence in Education, 52(2–3), 346–363. https://doi.org/10.1080/10665684.2019.1656563

Section on webpage:	Liberatory Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Abstract) In this essay, the authors challenge the myth of political neutrality in teaching and emphasize the urgent need for teachers to imagine and enact liberatory pedagogical praxis that sensitively responds to the nation’s divisive political climate. They point to U.S. political shifts and changing federal policies in education as catalysts for the social and cultural exclusion of vulnerable children of color. They suggest how teacher educators and in-service teachers can use media sources that reveal how children experience and navigate increasingly xenophobic and polarizing political climates as critical texts. Critical pedagogy and civic education scholarship offer frames to further explain how such texts serve to enhance students’ learning, sense of belonging, and their ability to contribute to a democratic and just society. The authors conclude with strategies for supporting teachers’ development and advocacy.

Author(s):	Bryson, M. de Castell, S.
Date:	1993
Publication:	Canadian Journal of Education / Revue Canadienne de l’éducation
Citation:	Bryson, M., & de Castell, S. (1993). Queer pedagogy: Praxis makes im/perfect. Canadian Journal of Education / Revue Canadienne de l’éducation, 18(3), 285–305. https://doi.org/10.2307/1495388

Section on webpage:	Queer Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Abstract) This article examines tensions between post-structuralist theories of subjectivity and essentialist constructions of identity in the context of a lesbian studies course co-taught by the authors. We describe the goals, organizing principles, content, and outcomes of this engagement in the production of “queer pedagogy” — a radical form of educative praxis implemented deliberately to interfere with, to intervene in, the production of “normalcy” in schooled subjects. We argue for an explicit “ethics of consumption” in relation to currciular inclusions of marginalized subjects and subjugated knowledges. We conclude with a critical analysis of the way that, despite our explicit interventions, all of our discourses, all of our actions in this course were permeated with the continuous and inescapable backdrop of white heterosexual dominance, such that: (a) any subordinated identity always remained marginal and (b) “lesbian identity” in this institutional context was always fixed and stable, even in a course that explicitly critiqued, challenged, and deconstructed a monolithic “lesbian identity.”

Author(s):	Fraser, J. Lamble, S.
Date:	2014
Publication:	Journal of Feminist Scholarship
Citation:	Fraser, J., & Lamble, S. (2014). Queer desires and critical pedagogies in higher education: Reflections on the transformative potential of non-normative learning desires in the classroom. Journal of Feminist Scholarship, 7(7), 61–77. https://digitalcommons.uri.edu/jfs/vol7/iss7/7

Section on webpage:	Queer Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Abstract) This article considers what a queer approach might offer in addressing some of the challenges of higher education in the contemporary neoliberal landscape. Despite a rich literature on queer issues in the classroom, most of the existing scholarship has focused on engaging queer students, being a queer teacher, or teaching queer content in the curriculum. Very little work has focused on what it means to take a queer approach to pedagogic techniques or how such an approach might impact educational practices more broadly. We ask: What does it mean in theory and practice to “queer” our teaching methods? What role can queer pedagogic practices play in contesting the marketization of higher education and the shift towards more instrumentalist and consumer-based modes of learning? We argue that a queer approach to pedagogy, which explicitly seeks to open up spaces for non-normative educational desires to emerge, potentially offers fruitful strategies for fostering critical and transformative learning.

Author(s):	Gonzalez-Pons, K.
Date:	2023
Publication:	Best Colleges
Citation:	Gonzalez-Pons, K. (2023). Resource guide for trans and nonbinary students. Best Colleges. https://www.bestcolleges.com/resources/transgender-nonbinary-student-guide/

Section on webpage:	Queer Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	Intended for transgender and nonbinary (TNB) pre-college students, this web page describes TNB-specific barriers to success in the college setting, including gender-segregated on-campus housing, name and gender changes, inequitable healthcare options, exclusivity in college athletics, and microagressions and harassment. It also provides advice on finding gender-inclusive colleges and links to resources for TNB college students, including GLSEN and ACLU’s Know Your Rights Guide, the Gender Odyssey Conference, the TRANSforming Gender Conference, the Trans Legal Services Network, Trans Lifeline, college scholarships for LGBTQ+ students, and a college experience guide for LGBTQ+ students.

Author(s):	Mayo, C. Rodriguez, N. M.
Date:	2019
Publication:	Springer International Publishing
Citation:	Mayo, C., & Rodriguez, N. M. (Eds.). (2019). Queer pedagogies: Theory, praxis, politics (Vol. 11). Springer International Publishing. https://doi.org/10.1007/978-3-030-27066-7

Section on webpage:	Queer Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	This book explores queer pedagogies across a range of themes and topics and grapples with the meaning and practice of queer pedagogy within different educational contexts. The authors engage readers with ongoing questions related to theory, praxis, and politics.

Author(s):	Nemi Neto, J.
Date:	2018
Publication:	Policy Futures in Education
Citation:	Nemi Neto, J. (2018). Queer pedagogy: Approaches to inclusive teaching. Policy Futures in Education, 16(5), 589–604. https://doi.org/10.1177/1478210317751273

Section on webpage:	Queer Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Abstract) While it is common knowledge that language shapes how we think about gender and sexual identity there is no standard educational practice to create awareness about the place of sexual and gender diversity in the context of language learning. This article draws on queer pedagogy and queer theory to devise teaching practices that acknowledge queer visibility in the classroom. The goal of this article is to examine strategies to enhance inclusion, recognition and visibility of sexual and transgender minorities in the classroom. I propose that language instruction is in need of a queer pedagogy that challenges both the heteronormative assumptions of most language textbooks, and classroom practices that erase Lesbian, Gay, Bisexual, Transgender, Queer, Intersex and Asexual (LGBTQIA) visibility. I argue that language instructors need to be inventive and critical, willing to address in class what most language manuals omit. This way, I hope to contribute to the development of tools and strategies that guarantee a safe, affirmative space for sexual and transgender minorities in our classrooms.

Author(s):	Potvin, L.
Date:	2020
Publication:	Companion to Sexuality Studies
Citation:	Potvin, L. (2020). Queer pedagogies. In N. A. Naples (Ed.), Companion to Sexuality Studies (1st ed., pp. 122–139). Wiley. https://doi.org/10.1002/9781119315049.ch7

Section on webpage:	Queer Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Summary) Emerging from queer theory, queer pedagogies resist dominant social norms in classrooms and schools and create space to counteract the marginalization experienced by Lesbian/Gay/Bisexual/Trans/Queer+ (LGBTQ+) people in educational contexts. I situate this chapter within a Western context by acknowledging my privilege as a white/settler, Canadian scholar and explore the emergence of queer pedagogies from sociological and educational theory. I outline the significance of challenging heteronormativity and heterosexism for educators working to queer their classroom practices. The chapter concludes with strategies for educators to deepen their pedagogy and practice.

Author(s):	Thomas-Reid, M.
Date:	2021
Publication:	Oxford Research Encyclopedia of Education
Citation:	Thomas-Reid, M. (2021). Queer pedagogical theory. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1398

Section on webpage:	Queer Pedagogy Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Summary) Queer pedagogical theory might be best thought of as a mindset to approaching the classroom derived from the lived experience of queerness. Starting with a consideration of what is to be queer, one can begin to develop an understanding of how queerness as an identity might inform a decentering of classroom spaces that allows for marginalized positionalities to disrupt normative assumptions about how we approach myriad aspects of classroom experiences. After tracing the theoretical lineage of queer pedagogy and the theory that informs it, specific pedagogical aspects such as method, texts, and assessment can be cast in a queer context. With openness, fluidity, and the embracing of the unknown, the queer pedagogue holds space for new sites of epistemological inquiry which moves toward not inclusion, rather a disruption of the colonized lineage of the classroom.

Author(s):	Crawley, S. L. Willman, R. K. Clark, L. & Walsh, C.
Date:	2009
Publication:	Feminist Teacher
Citation:	Crawley, S. L., Willman, R. K., Clark, L., & Walsh, C. (2009). Making women the subjects of the abortion debate: A class exercise that moves beyond “pro-choice” and “pro-life.” Feminist Teacher, 19(3), 227–240. https://www.jstor.org/stable/40546102

Section on webpage:	Reproductive Rights and Justice Literature
Tenets:	Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	(Excerpt from article) In this article, we describe a classroom exercise designed to put women (and children and men) back at the center of the abortion debate, avoiding the standard rhetoric and engaging reflection on how we might find common political goals among the so-called pro-life and pro-choice sides. As feminists, we can avoid losing students who are accepting of feminists ideals on many issues but feel unable to participate in feminist movements because they ideologically disagree with legalized abortion. We also provide a brief history of the current public debate and a discussion abotu some problems that arise from a binary, polarizing debate. As we work toward creating a safe space, students and the instructor can take the vitriol out of the abortion debate and have a constructive conversation. The challenge is to direct the students to a certain degree, to facilitate intellectual debate without silencing any student altogether. With careful planning and active facilitation, we think this exercise allows just that.