Queering Learning in Higher Education Professor Vicky Gunn A starting point For some LGBTQ students identity development is experienced with a heightened sense of shame and low selfworth alienation ID: 684120
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Slide1
The Anatomy of LGBTQ Student Agency
Queering Learning in Higher Education?
Professor Vicky GunnSlide2
A starting point
For some LGBTQ students identity development is experienced with a heightened sense of shame and low self-worth =
alienation
For others
identity development is experienced with a heightened sense of shame and low self-
worth =
more mature global identity
(
Konik
& Stewart, 2004)Slide3
Longing’s preoccupations and learning
How
does bodily longing, sexually/ erotically charged, play a role in disciplinary
learning?
Learning as animated via the lover’s
a
ffect?Slide4
Need conscious awareness of the paradox of the erotic force:
Coexistence of the
erotic
as a
negative
/ positive
force
depending
on the power hierarchies in which it materializesSlide5
Queering’s Educational Ethics?
This means we are bound to simultaneously:
Excavate the
positives in the
forces
of sexual orientation and how the
inner life of the erotic
might mobilize us within our
learning
Control for
the potential
of
sexual abuses that arise where
sexuality saturated with power
inequalities
is
materialized
in
curricular spaces and
places
Slide6
Big assumption
Sexual desires bound to LGBTQ identities fuel:
What we opt to learn
How we opt to learn it
What we are prepared to ‘
make conscious
’
http://
emotionistic.com
/
wp
-content/uploads/2010/08/
railroad_tracks.jpgSlide7
Queer Encounters as Embodied Disruption
Research methodologies:
“universalize from a specific bodily dwelling”
(Ahmed, 2006, p.4)
BUT:
Bodily encounters have the practical power to
destabalize
all over-simplifying categories of human experience.Slide8
The Dark Matter of Meta-narratives
http://
i.space.com
/images/
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/000/011/227/i02/supposed-dark-matter-distribution-universe.jpg?1311796556
Ubiquitous intersections with an individual’s experiences through:
What academics privilege
What the research literature privileges
What student clusters privilege
As expressed through the disciplinary learning and teaching regimeSlide9
Key question around research meta-narratives
How does their
materialisation
relate to the creation of normative:
Logic
Aesthetics
Moral stances
Processes of self-belief
which fundamentally intersect with sexuality & its relationship with what we opt:
To learn
To make consciousSlide10
Escher’s 1953 ‘Relativity’: Explaining separateness
“It is impossible for the inhabitants of different worlds to walk or sit or stand on the same floor, because they have different perceptions of what is horizontal and what is vertical….Slide11
Queering as method:
Directed by
erotically charged desires to
inhabit
the social imaginary world of metanarratives
differently?
Gunn & McAllister, 2013, p.170
Understanding diverse
states of being
?Slide12
Intersections of disciplinary metanarratives and broader disciplinary cultural manifestations with
different LGBTQ
states of
being =
Opportunities for agency
(as well as alienation)Slide13
Queering the anatomy of agency
Transgression:
Including:
Defiance
Subversion & radical questioning
(Sullivan, 2003)
Undoing ‘oppressive
heteronormative
surveillance
’ (Morris, 2003, p. 195)Slide14
Reclamation
eg
Shame
Truce generation
(
Bettinger
, 2007)
Dormancy not latency
(McAllister, 2013,
pers.
c
omm
in supervision
)
S
elf enforced hibernation
C
ompartmentalisation
Invention, playfulness, performance & parody
(Sullivan, 2003; Stuart, 1998)Slide15
Making temporary and not so temporary queer geographies
(
Luzia
, 2013
)
Heresy (creating and investing in new ways of understanding which are explicitly prohibited by those in power)
Discursive attribution (beyond essential/constructed binary) to overcome ‘hegemonic material literalism’
(
Zimman
, 2014)Slide16
Travelling greater distances
The Mechanisms of Originality?