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Queer PedagogiesProductive Tensions in Assessment: Troubling Sociocritical Theories Toward an Advancement of Queer Pedagogy

Queer Pedagogies: Productive Tensions in Assessment: Troubling Sociocritical Theories Toward an... [One way of queering teaching, and assessment as a part of teaching, is to draw on various theories that simultaneously make sense with and make trouble for one’s teaching. Queer theory can provoke the queering, challenging how a teacher approaches seemingly axiomatic assumptions about social identities and the expected behaviors of those exhibiting those identities. In this chapter, we focus on queering assessment, and the assessment of student writing through turning to a piece of student writing authored by Justine, an African American lesbian, during her junior year in an urban, arts-based magnet high school. We draw on New Literacy Studies in troubling the approaches we take toward defining “good” writing. Because of the gendered and racial identities Justine claimed, we also turned to feminism and Critical Race Theory (CRT) to make sense of and complicate our understanding of her writing, in terms of both content and form.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Queer PedagogiesProductive Tensions in Assessment: Troubling Sociocritical Theories Toward an Advancement of Queer Pedagogy

Part of the Critical Studies of Education Book Series (volume 11)
Editors: Mayo, Cris; Rodriguez, Nelson M.
Blackburn, Mollie V.; Beucher, Becky
Queer Pedagogies — Oct 2, 2019
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17 pages

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References (38)

Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2019
ISBN
978-3-030-27064-3
Pages
23 –40
DOI
10.1007/978-3-030-27066-7_3
Publisher site
See Chapter on Publisher Site

Abstract

[One way of queering teaching, and assessment as a part of teaching, is to draw on various theories that simultaneously make sense with and make trouble for one’s teaching. Queer theory can provoke the queering, challenging how a teacher approaches seemingly axiomatic assumptions about social identities and the expected behaviors of those exhibiting those identities. In this chapter, we focus on queering assessment, and the assessment of student writing through turning to a piece of student writing authored by Justine, an African American lesbian, during her junior year in an urban, arts-based magnet high school. We draw on New Literacy Studies in troubling the approaches we take toward defining “good” writing. Because of the gendered and racial identities Justine claimed, we also turned to feminism and Critical Race Theory (CRT) to make sense of and complicate our understanding of her writing, in terms of both content and form.]

Published: Oct 2, 2019

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