Abstract
Re-theorizations of culturally responsive pedagogies have shifted the paradigm away from deficit-based responses to difference and have worked toward the act of sustaining it. Gender and sexuality, however, are never taken up as central features in these more pluralistic pedagogies. Working toward theorizing a [q]ulturally sustaining pedagogy, this chapter is divided into three sections. First, the author surveys the historical and cultural tensions embedded within theorizing a “queer” pedagogy. The second section borrows from Johnson (Text Perform Q, 21(1):1–25, 2001) to operationalize “quare,” an approach to pedagogy that acknowledges the corporeal and materialized reality of youth of color. In the final section, the author centers the “q” from quare to (re)imagine what a [q]ulturally sustaining pedagogy would entail for lesbian, gay, bisexual, transgender, queer, and two-spirit youth of color.
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Wargo, J.M. (2016). Queer, Quare, and [Q]ulturally Sustaining. In: Rodriguez, N., Martino, W., Ingrey, J., Brockenbrough, E. (eds) Critical Concepts in Queer Studies and Education. Queer Studies and Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-55425-3_29
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DOI: https://doi.org/10.1057/978-1-137-55425-3_29
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