Queer-Inhumanisms: Unsettling the Legacies of "Man" Across the Curriculum

Session Type: Symposium

Abstract

The papers on this international panel inject queer inhuman (Muñoz, 2015; Tallbear, 2015; Stryker, 2015) affirmations and critiques into curricular practices in diverse research settings to unsettle the dominance of ‘Man’ (Wynter, 2003). Papers include: 1) Queering the ‘affective ordinariness of whiteness’ in English literary curriculums 2)Arguing for an ‘illegibility’ of language for non-binary youth 3)Re-finding literacy in a pre-colonial, animal, in-human, relational state of not speaking 4) Speculative composition with neuroqueer children: “(Neuro)Queering Noise”.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 3: Theories, Methodologies, and Philosophies of Curriculum Studies

Chair

• Larissa J. McLean Davies, University of Melbourne

Papers

• Queering the Whiteness and Dominance of "Man" in English Literary Education - Sarah E. Truman, University of Melbourne

• Wording (In)Human Worlds: Gender-Nonconforming Youth and the Necessary Illegibility of Language - LJ Slovin, University of Toronto

• Inhumanizing the Concept of “Literacy” in an Early Childhood Special Education Provision: (Neuro)Queering Authorship - David Ben Shannon, University of Sheffield