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Proposal presentation dec 5

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  • 1. Research ProblemOf the literature examined on queer issues and pedagogy Ifound it has failed in offering a more descriptive account ofthe interactions and exchanges that occur in the writingclassroom, especially the events that are specific to criticalthinking of the construction of sexual identity. It would bebeneficial for teachers considering queer pedagogy to have adetailed description of what to expect before venturing intothe critical task of queer pedagogy.
  • 2. Historical account of the concepts0 Homosexuality as a medical condition, and how the gay community adopted the medical terms in their own identity nomenclature like “invert” and “deviant”(P. Butler, 2004, Hegna, 2007)0 Stonewall 1970’s (Butler, 2004; Cooper, 2004; Elliot, 2004)0 Political sense of coming out (Elliot, 2004; Fox 2007; Krywanczyk, 2008)
  • 3. (cont.) “Gay Nineties” 0 Eve Kosofsky Sedgwick (1990) Epistemology of the Closet 0 Judith Butler (1990) Gender Trouble: Feminism and the Subversion of Identity 0 --- (1993) Bodies That Matter: On the Discursive Limits of Sex 0 Harriet Milanowitz (1995) Textual Orientations: Lesbian and Gay Students and the Making of Discourse Communities
  • 4. (cont.) “Queering Pedagogy”0 “Queer turn” in “multicultural approaches to composition” (Alexander & Wallace, 2009)0 Accounts of “queering” pedagogy experiences by teachers: risks, safe spaces, power, and methods (Butler, 2004; Cooper, 2004; Gulla, 1999; Krywanczyk, 2008; Monson & Rhodes, 2004; Winans, 2006)
  • 5. Research Questions1. How does queer pedagogy work in a writing classroom of the RUM to teachstudents to think critically about the ways in which they construct their sexualidentities?a. How could teachers create a safe space in the writing classroom to lay thegrounds for sharing sensitive information?b. Is there a particular order to create a safe space?c. What are the effects of teachers coming out to their students?d. What methods are most effective in a queer pedagogy-writing classroom fortension to be negotiated without violence?e. What type of violence was most present in the classroom if any?
  • 6. Methodology0 Type of study: 0 Qualitative: “thick description” 0 Action Research: Participation of students and teacher 0 Interview and gathering documents of teacher
  • 7. Research sites0 UPRM INGL 3000 INTERMEDIATE II 0 Historical importance: first faculty member giving course 0 Two teaching assistants have taught queer issues
  • 8. Time frame, sampling0 Time 0 Spring 2011-120 Sampling 0 Convenience 0 Volunteer: non GE course, communication (flyers) 0 30 student section
  • 9. Methods0 Teacher interview 0 Collection of documents: course proposal, flyer, syllabus0 Student participants 0 Individual journal keeping by the students 0 Collection of documents
  • 10. Analysis0 Discourse analysis 0 “Discourses can be regarded as sets of linguistic material that are coherent in organization and content and enable people to construct meaning in social contexts.” (Cohen et al. 2007, p. 386) 0 Triangulation: interview teacher, students journals, and as set of documents from which to compare.
  • 11. Conclusion0 For decades the goals of queer theory have been consistent, which are to challenge homophobia, the homo/hetero binary, and the exclusion and silencing of the LGBT community in all aspects of life. That struggle continues to be the force behind efforts of queer pedagogy. My wish is that this study proves that the efforts and risks that teachers take in queering their classroom will pay off in accomplishing these goals.
  • 12. References0 Alexander, J., & Wallace, D. (2009). The Queer Turn in Composition Studies: Reviewing and Assessing an Emerging Scholarship. College Composition and Communication, 61(1), W300-W320.0 Butler, J. (1993). Bodies That Matter: On the Discursive Limits of “Sex” (1st ed.). Routledge.0 Butler, J. (1989). Gender Trouble: Feminism and the Subversion of Identity. Routledge.0 Butler, P. (2004). Embracing AIDS: History, Identity, and Post-AIDS Discourse. JAC 24(1): 93-111. Retrieved from http://www.engl.unt.edu/~kjensen/practice/jaconline/archives/vol24.1/ butler-embracing.pdf0 Cooper, J. (2004) Queering the Contact Zone. JAC 24(1): 23-45. Retrieved from http://www.engl.unt.edu/~kjensen/ practice/jaconline/archives/vol24.1/cooper-queering.pdf0 Elliott, M. (1996). Coming out in the Classroom: A Return to the Hard Place. College English, 58(6), 693-708. doi:10.2307/3783940 Fox, C. (2007). From Transaction to Transformation: (En)Countering White Heteronormativity in “Safe Spaces.” College English, 69(5), 496-511. doi:10.2307/254722320 Gulla, A. N. (1999). Textual Orientations: Gay and Lesbian Students and the Making of Discourse Communities. Paper presented at the Biennial Conference of the International Federation for the Teaching of English, Warwick, England. Retrieved from http://www.nyu.edu/education/teachlearn/ifte/amanda1.htm.0 Hegna, K. (2007). Coming Out, Coming Into What? Identification and Risks in the “Coming Out” Story of a Norwegian Late Adolescent Gay Man. Sexualities, 10(5), 582 -602. doi:10.1177/13634607070831700 Krywanczyk, L. (2008). Queering Public Pedagogy in New York City. SQS 1(8): 28-41. Retrieved from http://www.helsinki.fi/jarj/sqs/sqs1_08/sqs12008krywanczyk.pdf0 Malinowitz, H. (1995). Textual Orientations: Lesbian and Gay Students and the Making of Discourse Communities. Boynton/Cook.0 Monson, C., & Rhodes J. (2004). Risking Queer: Pedagogy, Performativity, and Desire in Writing Classrooms. JAC 24(1): 79-91. Retrieved from http://www.engl.unt.edu/~kjensen/ practice/jaconline/archives/vol24.1/ monson-risking.pdf0 Winans, A. E. (2006). Queering Pedagogy in the English Classroom: Engaging with the Places Where Thinking Stops. Pedagogy, 6(1), 103-122.