Neither Bitch Nor Mother: Queering Safety in the Classroom

IF 0.7 Q3 POLITICAL SCIENCE Socialist Studies Pub Date : 2013-06-06 DOI:10.18740/S4V88D
C. Fox
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引用次数: 7

Abstract

Reciprocity between teachers and students has been central to transformative pedagogies since the early work of Paulo Freire. However, realizing students as knowledge-producers is much more difficult. This article argues that typically it is the critical educator who “troubles” students’ ideological assumptions, often with the aim of culturally reproducing ourselves through what Michael Warner describes as reprosexuality. This places teachers at the center of the power/knowledge nexus and can foreclose the possibility of a dialogic relation with students in which the power of knowledge-making is a shared endeavor. Using a case study of a graduate course focused on feminist rhetorics and pedagogies in which maternal nurturance and safety in the classroom were central issues, this article explores how Judith Butler’s politics of recognition and vulnerability can serve to build truly reciprocal student-teacher relations and a renewed vision of the role of safety in the classroom.
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既不是母狗也不是母亲:教室里的酷儿安全
自保罗·弗莱雷的早期工作以来,师生之间的互惠一直是变革教学法的核心。然而,认识到学生是知识的创造者要困难得多。这篇文章认为,通常是批判性教育工作者“扰乱”了学生的意识形态假设,其目的往往是通过迈克尔·华纳(Michael Warner)所说的“再现性”(resexuality)在文化上再现我们自己。这将教师置于权力/知识关系的中心,并排除了与学生建立对话关系的可能性,在这种对话关系中,知识创造的力量是一种共同的努力。本文以女权主义修辞学和教学法为中心的研究生课程为例,探讨了朱迪思·巴特勒的承认和脆弱性政治如何有助于建立真正互惠的师生关系,并重新认识课堂安全的作用。
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