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Palgrave Macmillan

Mapping Queer Space(s) of Praxis and Pedagogy

  • Book
  • © 2018

Overview

Editors:
  1. Elizabeth McNeil

    1. Languages and Cultures, College of Integrative Sciences and Arts, Arizona State University, Phoenix, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. James E. Wermers

    1. Languages and Cultures, College of Integrative Sciences and Arts, Arizona State University, Phoenix, USA

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  3. Joshua O. Lunn

    1. Snowflake, USA

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    You can also search for this editor in PubMed   Google Scholar

  • Features established scholars and new voices in the field
  • Explores intersections of theory and practice to engage queer theory and education
  • Includes transnationally/postcolonially focused chapters

Part of the book series: Queer Studies and Education (QSTED)

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Table of contents (18 chapters)

  1. Front Matter

    Pages i-xiv
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  2. Introduction: Mapping Queer Space(s)

    • The Editors
    Pages 1-17

  3. Que(e)rying the Academy

    1. Front Matter

      Pages 19-19
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    2. Queer Acknowledgments

      • Branden Buehler, Roxanne Samer
      Pages 21-38

    3. Queer Settlers in a One-Room Schoolhouse: A Decolonial Queerscape Pedagogy

      • Garrett W. Nichols
      Pages 39-56

    4. Queering the First-Year Composition Student (and Teacher): A Democratizing Endeavor

      • Mark McBeth, Tara Pauliny
      Pages 57-69

    5. Queering the Campus Gender Landscape Through Visual Arts Praxis

      • Libby Balter Blume, Rosemary Weatherston
      Pages 71-103

    6. Safety in Numbers: On the Queerness of Quantification

      • Adam J. Greteman, Justin N. Thorpe
      Pages 105-123

  5. Enspiriting, Living, Teaching Queer

    1. Front Matter

      Pages 215-215
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    2. Intersextionality: Embodied Knowledge, Bodies of Knowledge

      • Stacey Waite
      Pages 217-227

    3. Take a Left at the Valley of the Shadow of Death: Exploring the Queer Crossroads of Art, Religion, and Education Through Big Gay Church

      • Mindi Rhoades, Kimberly Cosier, James H. Sanders III, Courtnie Wolfgang, Melanie Davenport
      Pages 229-248

    4. Innovations in Sexual-Theological Activism: Queer Theology Meets Theatre of the Oppressed

      • Kerri A. Mesner
      Pages 249-267

    5. Queer Homes in a Non-Queer World

      • Katie Goldstein
      Pages 269-277

    6. Teaching Desire in Third Space: A Queer Prison Pedagogy for the Unknowing Spirit

      • Elizabeth McNeil, Joshua O. Lunn
      Pages 279-302
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Keywords

About this book

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.




Reviews

“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)

Editors and Affiliations

  • Languages and Cultures, College of Integrative Sciences and Arts, Arizona State University, Phoenix, USA

    Elizabeth McNeil, James E. Wermers

  • Snowflake, USA

    Joshua O. Lunn

About the editors

Elizabeth McNeil is Instructor in Languages and Cultures at Arizona State University, USA.


James E. Wermers is Digital Humanities Course Manager for the College of Letters and Sciences at Arizona State University, USA, and doctoral candidate at the University of Arizona, USA.



Joshua O. Lunn recently completed a fifteen-year sentence in an Arizona state prison. Noting the relationship between his crimes and patriarchal ideologies that encourage domination, oppression, and violence, he has explored ecofeminist and queer theory to examine delimiting ways of thinking and to effect positive change inside and outside of prison. 





Bibliographic Information

  • Book Title: Mapping Queer Space(s) of Praxis and Pedagogy

  • Editors: Elizabeth McNeil, James E. Wermers, Joshua O. Lunn

  • Series Title: Queer Studies and Education

  • DOI: https://doi.org/10.1007/978-3-319-64623-7

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018

  • Hardcover ISBN: 978-3-319-64622-0Published: 04 December 2017

  • Softcover ISBN: 978-3-319-87838-6Published: 05 September 2018

  • eBook ISBN: 978-3-319-64623-7Published: 14 November 2017

  • Series ISSN: 2946-2274

  • Series E-ISSN: 2946-2282

  • Edition Number: 1

  • Number of Pages: XIV, 334

  • Number of Illustrations: 3 b/w illustrations, 18 illustrations in colour

  • Topics: Gender and Education, Gender Studies, Sociological Theory

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