Queer Communication Pedagogy

2021 ◽  
Author(s):  
Benny LeMaster
Keyword(s):  
Critical Pedagogy ◽  
Lived Experience ◽  
Sexual Difference ◽  
Course Design ◽  
Historical Context ◽  
Industrial Complex ◽  
Campus Police ◽  
Critical Communication Pedagogy ◽  
Communication Pedagogy ◽  
Queer Pedagogy

The emerging subfield of queer communication pedagogy (QCP) marks an educative praxis that centers the liberation of queer and trans subjects and, specifically, those who are most violently impacted by racist cisheterosexism in the form of carceral logics and policing. Intersectional articulations of sex, gender, and sexual difference are disciplined and literally policed both in and out of the communication classroom. Course design, for instance, provides a disciplinary means for justifying the violent repression of sex, gender, and sexual difference in the classroom through activities that insist on a compulsory framing of gender in binary terms. Or, policing can emerge in the racist cisheterosexist pedagogue’s gaze that communicatively constitutes “incivility” out of racialized sex, gender, and sexual difference; this is evidenced in the violent policing of queer and trans students of color beginning with the school-to-prison pipeline and on into higher education settings where educators are empowered to call on campus police forces to remedy what they perceive as “unruly”—queer—students. QCP reflects histories comprising both critical communication pedagogy (CCP) and queer pedagogy. CCP, itself informed by critical pedagogy, is committed to liberatory educative ends driven by praxiological means derived of lived experience in historical context. That is, critical pedagogy takes as a point of departure lived experience as a means of resisting intersectional oppression and, in turn, enacting progressive social change. CCP strives toward these liberatory goals through communicative means, specifically dialogic encounters between/with/as students-and/as-teachers. Conversely, queer pedagogy refers to a destabilization of pedagogical presumption implicating the racist cisheteronormative foundation informing carceral-centered knowledge production and educative engagement. In turn, queer pedagogy labors toward the abolition of carcerality including the prison industrial complex and police state. Taken together, QCP marks an activist-oriented educative praxis that labors toward liberation of queer and trans subjects through the abolition of racist cisheterosexist carcerality.

Queer Pedagogy

2018 ◽  
Author(s):  
Matthew Thomas-Reid
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Lived Experience ◽  
Queer Theory ◽  
20Th Century ◽  
Judith Butler ◽  
Late 20Th Century ◽  
Educational Spaces ◽  
K 12 ◽  
Queer Pedagogy

Queer pedagogy is an approach to educational praxis and curricula emerging in the late 20th century, drawing from the theoretical traditions of poststructuralism, queer theory, and critical pedagogy. The ideas put forth by key figures in queer theory, including principally Michel Foucault and Judith Butler, were adopted in the early 1990s by to posit an approach to education that seeks to challenge heteronormative structures and assumptions in K–12 and higher education curricula, pedagogy, and policy. Queer pedagogy, much like the queer theory that informs it, draws on the lived experience of the queer, wonky, or non-normative as a lens through which to consider educational phenomena. Queer pedagogy seeks to both uncover and disrupt hidden curricula of heteronormativity as well as to develop classroom landscapes and experiences that create safety for queer participants. In unpacking queer pedagogy, three forms of the word “queer” emerge: queer-as-a-noun, queer-as-an-adjective, and queer-as-a-verb. Queer pedagogy involves exploring the noun form, or “being” queer, and how queer identities intersect and impact educational spaces. The word “queer” can also become an adjective that describes moments when heteronormative perceptions become blurred by the presence of these queer identities. In praxis, queer pedagogy embraces a proactive use of queer as a verb; a teacher might use queer pedagogy to trouble traditional heteronormative notions about curricula and pedagogy. This queer praxis, or queer as a verb, involves three primary foci: safety for queer students and teachers; engagement by queer students; and finally, understanding of queer issues, culture, and history.

Simone de Beauvoir's Philosophy of Individuation

2017 ◽  
Author(s):  
Laura Hengehold
Keyword(s):  
Lived Experience ◽  
20Th Century ◽  
Sexual Difference ◽  
Gilles Deleuze ◽  
The Other ◽  
Simone De Beauvoir ◽  
Second Sex ◽  
Other Hand ◽  
The World

Most studies of Simone de Beauvoir situate her with respect to Hegel and the tradition of 20th-century phenomenology begun by Husserl, Heidegger, and Merleau-Ponty. This book analyzes The Second Sex in light of the concepts of becoming, problematization, and the Other found in Gilles Deleuze. Reading Beauvoir through a Deleuzian lens allows more emphasis to be placed on Beauvoir's early interest in Bergson and Leibniz, and on the individuation of consciousness, a puzzle of continuing interest to both phenomenologists and Deleuzians. By engaging with the philosophical issues in her novels and student diaries, this book rethinks Beauvoir’s focus on recognition in The Second Sex in terms of women’s struggle to individuate themselves despite sexist forms of representation. It shows how specific forms of women’s “lived experience” can be understood as the result of habits conforming to and resisting this sexist “sense.” Later feminists put forward important criticisms regarding Beauvoir’s claims not to be a philosopher, as well as the value of sexual difference and the supposedly Eurocentric universalism of her thought. Deleuzians, on the other hand, might well object to her ideas about recognition. This book attempts to address those criticisms, while challenging the historicist assumptions behind many efforts to establish Beauvoir’s significance as a philosopher and feminist thinker. As a result, readers can establish a productive relationship between Beauvoir’s “problems” and those of women around the world who read her work under very different circumstances.

scholarly journals Massive and Microscopic Sensemaking During COVID-19 Times

2020 ◽  
pp. 107780042096247 ◽  
Author(s):  
Annette N. Markham ◽  
Anne Harris ◽  
Mary Elizabeth Luka
Keyword(s):  
Critical Pedagogy ◽  
Lived Experience ◽  
Large Scale ◽  
Ethic Of Care ◽  
Feminist Perspective ◽  
The Other ◽  
Self And Other ◽  
Planetary Scale ◽  
Making Sense ◽  
Ongoing Experiment

How does this pandemic moment help us to think about the relationships between self and other, or between humans and the planet? How are people making sense of COVID-19 in their everyday lives, both as a local and intimate occurrence with microscopic properties, and a planetary-scale event with potentially massive outcomes? In this paper we describe our approach to a large-scale, still-ongoing experiment involving more than 150 people from 26 countries. Grounded in autoethnography practice and critical pedagogy, we offered 21 days of self guided prompts to for us and the other participants to explore their own lived experience. Our project illustrates the power of applying a feminist perspective and an ethic of care to engage in open ended collaboration during times of globally-felt trauma.

Roman Climate Awareness in Pliny the Elder’s Natural History

2021 ◽  
Vol 40 (2) ◽  
pp. 249-282
Author(s):  
Jane Millar
Keyword(s):  
Climate Change ◽  
Natural History ◽  
Lived Experience ◽  
Historical Context ◽  
Natural World ◽  
Source Material ◽  
Agricultural Labor ◽  
Agricultural Communities ◽  
The Subject ◽  
Untapped Resource

This article examines the past and potential contributions of Pliny the Elder’s Natural History (NH) on the subject of Roman perceptions and experiences of environmental change. It asks in particular how classicists, archaeologists, and environmental historians can responsibly use the NH as a source on ancient climate. First, it briefly reviews relevant topics in the paleoclimatology of the Roman world, a rapidly advancing discipline enabling the identification of ancient climate changes with increasing precision and confidence (I). The article then turns to the reliability of Pliny as an authority on ancient climate by examining his accuracy, objectivity, and use of source material in literary and historical context, including his rhetorical goals, which have gone understudied until quite recently (II). A close reading of passages on environmental and climate change follows, highlighting areas in which Pliny’s observations are at odds with his source material. The examples discussed demonstrate the importance of phenology (III) and meteorology (IV) in Pliny’s encyclopedic account of the natural world, one characterized by anthropocentrism, pragmatism, and an emphasis on local knowledge. The evidence for ancient climate change is plentiful but not conclusive on the details and timing, and further studies will continue to refine local records. Rather than presenting a synthetic reconstruction based on Pliny’s observations, I argue that his encyclopedia offers an untapped resource on ancient climate and weather, not only by providing evidence of climate change, but also by recommending increased attention to seasonality, agricultural communities, and the lived experience of agricultural labor in order to better understand the effects of climate change on ancient populations.

scholarly journals A ‘history of problematizations’ for dementia education: a Foucauldian approach to understanding the framing of dementia

2019 ◽  
Vol 24 (3-4) ◽  
pp. 212-230 ◽  
Author(s):  
Chris Knifton ◽  
Scott Yates
Keyword(s):  
Nursing Education ◽  
Lived Experience ◽  
Terminal Illness ◽  
Historical Context ◽  
Dementia Care ◽  
Western Society ◽  
Health And Social Care ◽  
History Of ◽  
Person With Dementia ◽  
Dementia Education

Background Debates relevant to both undergraduate and postgraduate nurse education regarding the conceptualisation and disciplinary ownership of dementia, including its framing as a neuro-psychiatric condition, a terminal illness or a consequence of ageing, are important in supporting an understanding of the lived experience of dementia for individuals and their family carers and how, as a condition, it has come to be problematised in Western society. The work of Michel Foucault is useful in setting this debate within a critical historical context. Aims Using Foucault's ‘history of problematizations’ we present such debates around dementia's conceptualisation in Western society and consider how a Foucauldian critical historical project influences nursing education by re-examining the problematisation of dementia within society, what it is to be a person with dementia, and how alternative conceptualisations shape how we see the condition – as well as how we provide learning opportunities for dementia-care professionals. Results Six differing ways of conceptualising or problematising dementia were found (as a natural consequence of ageing, a mental disorder, a bio-medical disease, a neuro-cognitive disorder, a disability and a terminal illness), each offering alternative ways we might present it in an educational context. Conclusions We argue for both undergraduate and postgraduate student nurses to engage in learning that locates what it is to be a person with dementia within particular conceptual frameworks that would allow understanding of how these ideas or constructs are reliant on historically contingent assumptions. Here, taken-for-granted assumptions are unsettled, and a more critically reflective position is adopted. This will have an impact on the type of nurse to emerge from educational institutions, thus also affecting service delivery and the dementia care provided, as well as the knock-on effects for dementia education in other medical, health and social care courses and for institutions whose role it is to approve professional practice curricula content.

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