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Focus groups as a tool to reveal causes of resistance or openness to non-binary gender norms among kindergarten teachers
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In: 11th European Feminist Research Conference: Social change in a feminist perspective ; https://hal.univ-lorraine.fr/hal-03573494 ; 11th European Feminist Research Conference: Social change in a feminist perspective, University of Milano, Bicocca, Jun 2022, Milan, Italy ; https://11efrc.unimib.it/ (2022)
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Paulo Freire e il femminismo: convergenze e questioni aperte ...
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Paulo Freire e il femminismo: convergenze e questioni aperte ...
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Writing Fat: Rejecting the Logics of Anti-Fatness in the Teaching of Writing
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In: Embargoed Master's Theses (2022)
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The Maple Leaf’s Public Pedagogical Interaction with the Sexualized and Masculine Cultural Discourses of the Canadian Armed Forces
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Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing
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In: Education Sciences ; Volume 11 ; Issue 8 (2021)
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Using Photovoice as a Critical Pedagogical Tool in Online Discussions
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In: Teaching and Learning Anthropology, vol 3, iss 2 (2020)
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Conscious Crosstalk with Special Considerations - Copyright 2020 Leslie A. Russell, A Liberatory Praxis, LLC .pdf ...
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Conscious Crosstalk with Special Considerations - Copyright 2020 Leslie A. Russell, A Liberatory Praxis, LLC .pdf ...
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| 15 |
Experience, Knowledge Construction, and Ideology: Dilemmas in Critical Thinking and Social Justice Education
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Tien, Joanne. - : eScholarship, University of California, 2019
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| 16 |
For the Culture: The Importance of a Critical Social Theory within the Music Education Classroom
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In: Senior Honors Theses (2019)
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| 17 |
Flipping the Foreign Language Classroom to better prepare the 21st-Century students
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2019)
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How Literacy Flows and Comes to Matter: A Participatory Video Study
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Becoming a Fan: Reinventing, Repurposing, and Resisting in First-Year Composition
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In: Dissertations, Theses, and Student Research: Department of English (2019)
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Narratives of Queerness: Queer Worldmaking (in) the Classroom with Undergraduate Students
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In: Doctoral Dissertations (2019)
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Abstract:
This research brings together education research, queer theory, and performance theory to consider the worldmaking potential of the queer classroom. Using students’ stories about queerness in the classroom and my own stories about the classroom, I ask what we can learn from students’ voices about how queerness is/can be performed in the classroom and through relations. This study uses critical ethnography, personal narrative, and performative writing to examine the production of subject positions in the classroom, to connect this to a queer theoretical framework, and to explore the worldmaking potential of the classroom. I interviewed seven undergraduate students at a large, public university in New England. Participants identified as LGBTQ+ and had enrolled in at least one Women, Gender, and Sexuality Studies course within the past two years. In each chapter, I use my own narratives and utilize a reflexive turn to examine the ways in which I make meaning about experiences with students in the classroom, and I present students’ stories to understand how they are making sense of queerness in the classroom. Analysis attends to the ways that students’ stories are constrained by and resist discourses of queerness, how the broader context of power structures produces and shapes the subject positions available to students, and the limits of possibilities of worldmaking in the classroom, including an imagined narrative of a queer classroom. I argue that the students’ narratives engage in discourses of power in complicated ways that reflect both constraints of discourse and resistance to normalizing processes of discourse, which, in turn, problematizes my own narratives about students’ uses of identity politics and attachment to structures of normativity. I argue that their stories reflect a complex understanding of classroom performances and queerness, and that, ultimately, we as educators should find ways to create the space to engage these performances in our classrooms. In conclusion, I address what we might do with our bodies in a queer classroom, reflecting on my own experiences in the classroom to show how we can struggle with queerness in productive ways.
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Keyword:
and Sexuality Studies; Gender; Other Communication; Other Education; Other Feminist; Performance Studies; performance theory; personal narrative; queer pedagogy; queer theory; queer worldmaking; Speech and Rhetorical Studies; undergraduates
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URL: https://scholarworks.umass.edu/dissertations_2/1693
https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2802&context=dissertations_2
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