Remedy and Repair Through the Queering of Research, Pedagogy, and Methodologies

Session Type: Symposium

Abstract

Audre Lorde (1984) warned of the dangers of “rebuilding the master’s house with the master’s tools.” In educational research, we must resist calls to be more inclusive that reify heteronormativity and white supremacy. Efforts at inclusion often insert mentions of queerness into curricula without considering how educational systems are inherently white supremacist and heteronormative. The themes of remedy and repair call us to re-figure our approaches to research and pedagogy to right historical and contemporary wrongs. We re-orient ourselves epistemologically toward queering educational institutions as a form of praxis to foster anti- oppressive knowledge production. Session authors explore how we re-defined educational scholarship in a nonhierarchical, relationally-oriented, queer research space and began to build a different schoolhouse with transformative, queer tools.

Sub Unit

• SIG-Queer Studies

Chair

• Jackson Gzehoviak, University of California - Los Angeles

Papers

• Queering Academia Through Student-Led Research and Learning Communities - Jackson Gzehoviak, University of California - Los Angeles; Micaela Bronstein, University of California - Los Angeles

• “Teaching how to think, versus what to think”: Improvisational theatre rehearsals as queer praxis for sex education in higher ed - Amanda Harris, University of California - Los Angeles

• Safety Without Passion: Queer High School Students Creating Networks of Support - JC Lugo, California State University - Northridge

• Developing a Pedagogy around Queer Community Informatics within Higher Education - Jade Levandofsky, University of California - Los Angeles

• How Legalization of Same-Sex Marriage Impacts Queer Scholarship - Belle Lee, University of California - Los Angeles

Discussant

• Kaitlyn Murray, University of California 4-H Youth Development Program