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Queer PedagogiesThinking Queer About the Space of School Safety: Violence and Dis/Placement of LGBTQ Youth of Color

Queer Pedagogies: Thinking Queer About the Space of School Safety: Violence and Dis/Placement of... [This chapter seeks to critically analyze contemporary discourses of queer pedagogy linked to issues of violence, safe space, and school safety. Informed by transnational theorizing and Black feminist queer praxis, I question how issues of neocolonial knowledge production might be at work in the contemporary framing of issues of violence, sexuality, and education for the nation. I argue that the contemporary rhetorical emphasis on providing “safe space” may reproduce epistemological bias by foregrounding the material realities of white, middle-class youth with documented citizenship in conceptualizing violence, safety, schooling, and education. A crucial component of a transnational Black feminist queer praxis, then, involves a rethinking of the imagery of “safe space” used in social justice educational reform efforts. Specifically, I argue for a more generative metaphor of “camp” in order to foreground the politicized yet playful nature of the classroom, school, and education more broadly. The chapter concludes with a discussion of how some queer and trans youth engage in practices of gender justice and activism as a form of queer pedagogy.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Queer PedagogiesThinking Queer About the Space of School Safety: Violence and Dis/Placement of LGBTQ Youth of Color

Part of the Critical Studies of Education Book Series (volume 11)
Editors: Mayo, Cris; Rodriguez, Nelson M.
Weems, Lisa
Queer Pedagogies — Oct 2, 2019
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References (44)

Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2019
ISBN
978-3-030-27064-3
Pages
93 –108
DOI
10.1007/978-3-030-27066-7_7
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter seeks to critically analyze contemporary discourses of queer pedagogy linked to issues of violence, safe space, and school safety. Informed by transnational theorizing and Black feminist queer praxis, I question how issues of neocolonial knowledge production might be at work in the contemporary framing of issues of violence, sexuality, and education for the nation. I argue that the contemporary rhetorical emphasis on providing “safe space” may reproduce epistemological bias by foregrounding the material realities of white, middle-class youth with documented citizenship in conceptualizing violence, safety, schooling, and education. A crucial component of a transnational Black feminist queer praxis, then, involves a rethinking of the imagery of “safe space” used in social justice educational reform efforts. Specifically, I argue for a more generative metaphor of “camp” in order to foreground the politicized yet playful nature of the classroom, school, and education more broadly. The chapter concludes with a discussion of how some queer and trans youth engage in practices of gender justice and activism as a form of queer pedagogy.]

Published: Oct 2, 2019

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