This book advances a broad constellation of critical concepts situated within the field of queer studies and education. Collectively, the concepts take up a cross-section of scholarship that speaks to various political, epistemological, theoretical, methodological, and pedagogical concerns. Given the ongoing global centrality of sociocultural and political developments related to the topic of LGBTQ in the twenty-first century, the concepts in this volume and the issues raised by each contributor will have wide international appeal among researchers, scholars, educators, students, and activists working at the intersection of queer studies and education.
Зміст
Chapter 1 Introduction, Wayne Martino, Nelson M. Rodriguez, Jennifer C. Ingrey, and Edward Brockenbrough.- Chapter 2 Affect, Alyssa D. Niccolini.- Chapter 3 Allies of Intersectionalities, Paulina Abustan and A.G. Rud Chapter.- 4 Bitter Knowledge, Thabo Msibi.- Chapter 5 Bullying, Gerald Walton.- Chapter 6 Coming Out, Gabrielle Richard.- Chapter 7 Containment, Chris Haywood and Máirtín Mac an Ghaill.- Chapter 8 Critical Intimate Praxis, Marilyn Preston.- Chapter 9 Encounter Stories, Janna Jackson Kellinger and Danné E. Davis.- Chapter 10 Faculty Trainings, Barbara Jean A. Douglass.- Chapter 11 Families, Amy Shema.- Chapter 12 Friendship, David Lee Carlson and Joshua Cruz.- Chapter 13 Genderfication, Anne Harris and Stacy Holman Jones.- Chapter 14 Gender Policing, Elizabethe Payne and Melissa Smith.- Chapter 15 Heteroprofessionalism, Robert C. Mizzi.- Chapter 16 Heterotopia, Jennifer C. Ingrey.- Chapter 17 Interlocking Systems of Oppression, Anna Carastathis.- Chapter 18 Internal Safety, Bethy Leonardi and Elizabeth J. Meyer.- Chapter 19 Mathematical Inqueery, Kai Rands.- Chapter 20 Performance, Jennifer Mac Latchy.- Chapter 21 Postgay, Alicia Lapointe.- Chapter 22 Privilege, Blas Radi and Moira Pérez.- Chapter 23 Promoviendo (Promoting), Rigoberto Marquez.- Chapter 24 Public Pedagogy, Julia Heffernan and Tina Gutierez-Schmich.- Chapter 25 Queer Counterpublic Spatialities, Jón Ingvar Kjaran.- Chapter 26 Queer Literacy Framework, sj Miller.- Chapter 27 Queer Millennials, M. Sue Crowley.- Chapter 28 Queer of Color Critique, Edward Brockenbrough.- Chapter 29 Queer, Quare, and [Q]ulturally Sustaining, Jon M. Wargo Chapter 30 Queer Thrival, Adam J. Greteman.- Chapter 31 Queer Transgressive Cultural Capital, Summer Melody Pennell.- Chapter 32 (Re)Fractioning Singularity, Erich N. Pitcher, Scotty M. Secrist, and Trace P. Camacho.- Chapter 33 Religiosity, Tonya D. Callaghan.- Chapter 34 Resilience, Rob Cover.- Chapter 35 Safe Space, Christine Quinan.- Chapter 36 Scavenging as Queer Methodology, Jason P. Murphy and Catherine A. Lugg.- Chapter 37 The Transgender Imaginary, Wayne J. Martino.- Chapter 38 Third Spaces, Shenila S. Khoja-Moolji.- Chapter 39 Trans Generosity, Nelson M. Rodriguez.- Chapter 40 Trigger Warnings, Clare Forstie.- Chapter 41 Utopias, Beatrice Jane Vittoria Balfour.- Chapter 42 Versatility, James Sheldon.- Chapter 43 Visibility, Jerry Rosiek.- Chapter 44 Visual Methods, Louisa Allen.- Chapter 45 Youth, Lisa W. Loutzenheiser and Sam Stiegler.
Про автора
Nelson M. Rodriguez teaches sexuality and queer studies in the Women’s and Gender Studies Department at The College of New Jersey, USA. He is co-editor of the series Queer Studies and Education and his current research areas span queer studies and education, critical masculinity studies, and Foucault studies.
Wayne J. Martino is Professor of Equity and Social Justice Education in the Faculty of Education and also an affiliate faculty member of the Department of Women’s Studies and Feminist Research at The University of Western Ontario, Canada. Previously, he taught in the School of Education at Murdoch University, Perth, Western Australia.Jennifer C. Ingrey is Adjunct and part-time Assistant Professor in the Faculty of Education at the University of Western Ontario, Canada. She also teaches in the Writing Program at King’s University College, Canada. Her research interests include the issues of gendered subjectivity in youth as it is experienced and formed in school spaces, namely the school washroom and other subjugated spaces; the practice of gendered identity as partial; and, the broader implications of equity and social justice on leadership studies in education through the employment of transgender studies and queer theory as frameworks.
Edward Brockenbrough is Associate Professor of Teaching and Curriculum in the Warner School of Education at the University of Rochester, USA. His research focuses on negotiations of identity, pedagogy, and power in urban educational spaces, particularly through the lenses of Black masculinity studies and queer of color critique. His work has appeared in several journals and edited anthologies. He is also the Director of the Urban Teaching and Leadership Program, a Warner School initiative that prepares urban teachers with a commitment to social justice.
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