Mapping Queer Space(s) of Praxis and Pedagogy

Beschreibung

This book explores intersections of theory and practice to engage queer theory and education as it happens both in and beyond the university. Furthering work on queer pedagogy, this volume brings together educators and activists who explore how we see, write, read, experience, and, especially, teach through the fluid space of queerness. The editors and contributors are interested in how queer-identified and -influenced people create ideas, works, classrooms, and other spaces that vivify relational and (eco)systems thinking, thus challenging accepted hierarchies, binaries, and hegemonies that have long dominated pedagogy and praxis.
This book explores intersections of theory and practice to engage queer theory and education as it happens both in and beyond the university. Furthering work on queer pedagogy, this volume brings together educators and activists who explore how we see, write, read, experience, and, especially, teach through the fluid space of queerness. The editors and contributors are interested in how queer-identified and -influenced people create ideas, works, classrooms, and other spaces that vivify relational and (eco)systems thinking, thus challenging accepted hierarchies, binaries, and hegemonies that have long dominated pedagogy and praxis.

Autor*in

Elizabeth McNeil

Themen in »Mapping Queer Space(s) of Praxis and Pedagogy«

theory and practice fluid space of queerness relational and (eco)systems thinking media studies transnational and postcolonial studies

Stimmen zu »Mapping Queer Space(s) of Praxis and Pedagogy«

“How do educators and practitioners see, think, write, and create ‘queer’ on a heteronormative slate? This edited collection offers a veritable map, synthesizing theory and practice, and ultimately demonstrating the destruction of heteronormative structures through pedagogy and praxis.” (Natasha Mendoza, Assistant Professor, School of Social Work, Arizona State University, USA)

“This collection is an inspiring, provocative invitation to the reader to join in fostering innovative and critical sensibilities inside and outside the classroom. It feels particularly relevant at a time when the conditions for education are changing while the threat of renewed discrimination of marginalized groups looms large. The essays ask us to rethink how intellectual concerns, institutional structures, and conventional practices have taken shape and how they can be overturned. The authors question, argue, theorize, and wonder about possibilities, their approaches all reflecting a desire to disrupt normative practices and create more cognitive and interactive spaces for flexibility and inclusion.” (Anna Fahraeus, Director of Studies, Department of English Literature and Language, School of Education, Humanities and Social Science, Halmstad University, Sweden)

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