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Queer PedagogiesHooked on a Queer Feeling? The Paradoxes of Engaging with Affective Silences and Talk in a High School Classroom

Queer Pedagogies: Hooked on a Queer Feeling? The Paradoxes of Engaging with Affective Silences... [In this chapter, I make a case for attending conceptually and methodologically to affective silences as well as talk when considering the affective ramifications of engaging with queer pedagogical approaches in the classroom. Revisiting data from a research project intended to explore the possibilities of destabilizing normative representations of sexualities and genders in a Year 12 New Zealand high school Health class, I provide an alternative reading of an incident of heteronormative and gender peer policing that occurred between two groups of male students in the classroom. Drawing attention to the meaningful affective silences as well as overt talk between the two groups of students involved, I problematize the normative privileging of the spoken word, and its limited and troubling implications for the students and my conceptualizations of the research project. I argue for attending to instances of affect that engage with meaningful silences and talk, in working the pedagogical possibilities of engaging queerly in sexuality education.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Queer PedagogiesHooked on a Queer Feeling? The Paradoxes of Engaging with Affective Silences and Talk in a High School Classroom

Part of the Critical Studies of Education Book Series (volume 11)
Editors: Mayo, Cris; Rodriguez, Nelson M.
Quinlivan, Kathleen
Queer Pedagogies — Oct 2, 2019
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References (31)

Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2019
ISBN
978-3-030-27064-3
Pages
9 –22
DOI
10.1007/978-3-030-27066-7_2
Publisher site
See Chapter on Publisher Site

Abstract

[In this chapter, I make a case for attending conceptually and methodologically to affective silences as well as talk when considering the affective ramifications of engaging with queer pedagogical approaches in the classroom. Revisiting data from a research project intended to explore the possibilities of destabilizing normative representations of sexualities and genders in a Year 12 New Zealand high school Health class, I provide an alternative reading of an incident of heteronormative and gender peer policing that occurred between two groups of male students in the classroom. Drawing attention to the meaningful affective silences as well as overt talk between the two groups of students involved, I problematize the normative privileging of the spoken word, and its limited and troubling implications for the students and my conceptualizations of the research project. I argue for attending to instances of affect that engage with meaningful silences and talk, in working the pedagogical possibilities of engaging queerly in sexuality education.]

Published: Oct 2, 2019

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