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Linguistic Perspectives on Sexuality in EducationQueering Timespace in Educational Literacy Practices in Socially Fascist Brazil: An Interventionist-Performative Approach

Linguistic Perspectives on Sexuality in Education: Queering Timespace in Educational Literacy... [This chapter explores the relationship between talk about gender and sexuality in school literacy practices and the development of intersubjective experiences in educational contexts. It reflects on educational challenges in Brazil’s present social fascist timespace conjuncture, calling into question “modern” regimes of truth and certainties, among which lie essentialist conceptions of language and subjectivity. The chapter is theoretical in purpose as it rethinks traditional notions of language, literacy, gender, and sexuality in the light of performative theories. However, in spite of its theoretical ambition, it investigates the meaning-effects produced by educational undertakings attempting to queer views of language, gender, and sexuality. It draws on data generated in an interventionist ethnographic classroom research study, involving a teacher, her students, and their communicative actions on an educational blog. The analysis of these digital encounters pay close attention to the iterability of a modern-colonial chronotope and to the possibilities to queer it.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Linguistic Perspectives on Sexuality in EducationQueering Timespace in Educational Literacy Practices in Socially Fascist Brazil: An Interventionist-Performative Approach

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References (20)

Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s) 2021
ISBN
978-3-030-64029-3
Pages
249 –273
DOI
10.1007/978-3-030-64030-9_9
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter explores the relationship between talk about gender and sexuality in school literacy practices and the development of intersubjective experiences in educational contexts. It reflects on educational challenges in Brazil’s present social fascist timespace conjuncture, calling into question “modern” regimes of truth and certainties, among which lie essentialist conceptions of language and subjectivity. The chapter is theoretical in purpose as it rethinks traditional notions of language, literacy, gender, and sexuality in the light of performative theories. However, in spite of its theoretical ambition, it investigates the meaning-effects produced by educational undertakings attempting to queer views of language, gender, and sexuality. It draws on data generated in an interventionist ethnographic classroom research study, involving a teacher, her students, and their communicative actions on an educational blog. The analysis of these digital encounters pay close attention to the iterability of a modern-colonial chronotope and to the possibilities to queer it.]

Published: Mar 24, 2021

Keywords: Queering literary practices; Interventionist approach; Ethnography; Classroom interactions; Classroom study

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