Overview
- Promotes dialogue and debate on the topic of queer masculinities and education
- Explores queer masculinities across several spheres of education
- Highlights queer masculinity as a form of gender and sexual politics in education
- Contributes to theorizing the intersections between gender and sexuality
- Adds to postmodern/queer frameworks in educational research
Part of the book series: Explorations of Educational Purpose (EXEP, volume 21)
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Table of contents (17 chapters)
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Queer Masculinities And Cultural Pedagogies
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Back Matter
Keywords
About this book
Queer Masculinities: A Critical Reader in Education is a substantial addition to the discussion of queer masculinities, of the interplay between queer masculinities and education, and to the political gender discourse as a whole. Enriching the discourse of masculinity politics, the cross-section of scholarly interrogations of the complexities and contradictions of queer masculinities in education demonstrates that any serious study of masculinity—hegemonic or otherwise—must consider the theoretical and political contributions that the concept of queer masculinity makes to a more comprehensive and nuanced understanding of masculinity itself.
The essays adopt a range of approaches from empirical studies to reflective theorizing, and address themselves to three separate educational realms: the K-12 level, the collegiate level, and the level in popular culture, which could be called ‘cultural pedagogy’. The wealth of detailed analysis includes, for example, the notion thatnormative expectations and projections on the part of teachers and administrators unnecessarily reinforce the values and behaviors of heteronormative masculinity, creating an institutionalized loop that disciplines masculinity. At the same time, and for this very reason, schools represent an opportunity to ‘provide a setting where a broader menu can be introduced and gender/sexual meanings, expressions, and experiences boys encounter can create new possibilities of what it can mean to be male’. At the collegiate level chapters include analysis of what the authors call ‘homosexualization of heterosexual men’ on the university dance floor, while the chapters of the third section, on popular culture, include a fascinating analysis of the construction of queer ‘counternarratives’ that can be constructed watching TV shows of apparently hegemonic bent. In all, this volume’s breadth and detail make it a landmark publication in the study of queer masculinities, and thus in critical masculinity studies as a whole.
Reviews
From the reviews:
“This new edited collection by Landreau and Rodriguez helps demonstrate the rich potential of using gender and queer theories to examine educational practices and contexts. … For scholars and researchers … their introduction frames the text effectively and exposes the reader to the foundational theorists shaping the work in the volume. … For anyone with an interest in gender studies, queer theory, and their implications for educational scholarship, this volume would be a valuable starting point … .” (Elizabeth J. Meyer, Sex Roles, July, 2014)Editors and Affiliations
About the editors
John C. Landreau is associate professor of women’s and gender studies at The College of New Jersey. His research interests include masculinity and the rhetoric of war, gender and literature, and Latin American masculinities. He has published previously on Peruvian and Andean literature and language.
Nelson M. Rodriguez is assistant professor of women’s and gender studies and of educational foundations and critical pedagogy at The College of New Jersey. He is also a research fellow at the Paulo and Nita Freire International Project for Critical Pedagogy, Faculty of Education, McGill University, Montreal, Quebec, Canada. His current research areas include LGBT and queer studies, critical masculinity studies, critical heterosexual studies, queer studies in education, and queer/trans pedagogies. His most recent publication (with William F. Pinar) is Queering Straight Teachers: Discourse and Identity in Education (2007). His forthcoming book (with Cris Mayo) is QueerPedagogies: Theory, Praxis, Politics.
Bibliographic Information
Book Title: Queer Masculinities
Book Subtitle: A Critical Reader in Education
Editors: John C. Landreau, Nelson M. Rodriguez
Series Title: Explorations of Educational Purpose
DOI: https://doi.org/10.1007/978-94-007-2552-2
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2012
Hardcover ISBN: 978-94-007-2551-5Published: 28 September 2011
Softcover ISBN: 978-94-007-3823-2Published: 27 November 2013
eBook ISBN: 978-94-007-2552-2Published: 28 September 2011
Series ISSN: 1875-4449
Series E-ISSN: 1875-4457
Edition Number: 1
Number of Pages: XX, 316
Topics: Sociology of Education, Gender Studies