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Queering Schools, Queer Pedagogy

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Constructing Sexualities and Gendered Bodies in School Spaces

Part of the book series: Queer Studies and Education ((QSTED))

Abstract

Queering as a verb, “to queer”, is employed here, in order to discuss the possibilities of queering the heteronormativity and discourse of normalcy within educational settings. In this chapter “queering” is approached in three ways: Firstly, by taking a reflexive turn, focusing on teaching practices. Secondly, by presenting various strategies which LGBTQ+ students adopted to carve out a queer space and disturb the dominant discourse of sexuality and gender. And thirdly by focusing on the classroom, where empirical examples are given of how the discourse of normalcy within the curriculum can be transgressed. In that sense, to queer involves a critical approach to teaching and classroom work. Moreover, the chapter engages with what can be done in order to address teacher knowledge about these issues.

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Authors and Affiliations

  1. School of Education, University of Iceland, Stakkahlíð, Reykjavík, 105, Iceland

    Jón Ingvar Kjaran

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  1. Jón Ingvar Kjaran
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Kjaran, J.I. (2017). Queering Schools, Queer Pedagogy. In: Constructing Sexualities and Gendered Bodies in School Spaces. Queer Studies and Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-53333-3_6

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  • DOI: https://doi.org/10.1057/978-1-137-53333-3_6

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  • Publisher Name: Palgrave Macmillan, New York

  • Print ISBN: 978-1-137-53332-6

  • Online ISBN: 978-1-137-53333-3

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