Embodying responsibility? Understanding educators’ engagement in queer educational justice work in schools
(2020) In Queer Studies and Education book series- Abstract
- Despite extensive policy, regulation, and activism, heteronormativity and cisnormativity, and other forms of oppression, flourish in schools. Based on interviews with educators in schools, queer social movement organizations, school boards and teachers’ unions in Vancouver and Toronto, Canada, this chapter analyzes the strategies of queer educational justice work in schools. Working with Gilbert’s call to do more than ‘being on the right side’ and Rasmussen, Sanjakdar, Allen, Quinlivan, and Bromdal’s complications of how we think responsibility, I argue that it is possible to differentiate three strategies of queer educational justice work: reflexive identity politics, intersectional systems critique, and individual humanism. I also... (More)
- Despite extensive policy, regulation, and activism, heteronormativity and cisnormativity, and other forms of oppression, flourish in schools. Based on interviews with educators in schools, queer social movement organizations, school boards and teachers’ unions in Vancouver and Toronto, Canada, this chapter analyzes the strategies of queer educational justice work in schools. Working with Gilbert’s call to do more than ‘being on the right side’ and Rasmussen, Sanjakdar, Allen, Quinlivan, and Bromdal’s complications of how we think responsibility, I argue that it is possible to differentiate three strategies of queer educational justice work: reflexive identity politics, intersectional systems critique, and individual humanism. I also contend that responsibility for queer educational justice work is attached to queer educators through fear. It is necessary to analyze this attachment of responsibility to understand how it can undermine the work of QSM and queer educational justice work in schools. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/ab066ffc-d584-4e41-81a4-d8afbaef86a4
- author
- Schmitt, Irina LU
- organization
- alternative title
- Att förkroppsliga ansvar? Att förstå lärares engagemang i queerpedagogiskt rättvisearbete i skolor
- publishing date
- 2020
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- responsibility, queer educators, queer educational justice, queer social movements, intersectionality, Canada, gender, ansvar, queera lärare, queerpedagogiskt rättvisearbete, queera sociala rörelser, intersekt, Kanada, genus
- host publication
- Queer Social Movements and Outreach Work in Schools: A Global Perspective
- series title
- Queer Studies and Education book series
- editor
- Francis, Dennis A. ; Kjaran, Jón Ingvar and Lehtonen, Jukka
- publisher
- Palgrave Pivot
- ISBN
- 978-3-030-41609-6
- project
- Teaching sex? Teachers' knowledge about and strategies towards non-heteronormative youth in Canada
- language
- English
- LU publication?
- yes
- id
- ab066ffc-d584-4e41-81a4-d8afbaef86a4
- alternative location
- https://link.springer.com/chapter/10.1007/978-3-030-41610-2_3
- date added to LUP
- 2020-01-28 11:59:10
- date last changed
- 2023-09-27 14:41:33
@inbook{ab066ffc-d584-4e41-81a4-d8afbaef86a4, abstract = {{Despite extensive policy, regulation, and activism, heteronormativity and cisnormativity, and other forms of oppression, flourish in schools. Based on interviews with educators in schools, queer social movement organizations, school boards and teachers’ unions in Vancouver and Toronto, Canada, this chapter analyzes the strategies of queer educational justice work in schools. Working with Gilbert’s call to do more than ‘being on the right side’ and Rasmussen, Sanjakdar, Allen, Quinlivan, and Bromdal’s complications of how we think responsibility, I argue that it is possible to differentiate three strategies of queer educational justice work: reflexive identity politics, intersectional systems critique, and individual humanism. I also contend that responsibility for queer educational justice work is attached to queer educators through fear. It is necessary to analyze this attachment of responsibility to understand how it can undermine the work of QSM and queer educational justice work in schools.}}, author = {{Schmitt, Irina}}, booktitle = {{Queer Social Movements and Outreach Work in Schools: A Global Perspective}}, editor = {{Francis, Dennis A. and Kjaran, Jón Ingvar and Lehtonen, Jukka}}, isbn = {{978-3-030-41609-6}}, keywords = {{responsibility; queer educators; queer educational justice; queer social movements; intersectionality; Canada; gender; ansvar; queera lärare; queerpedagogiskt rättvisearbete; queera sociala rörelser; intersekt; Kanada; genus}}, language = {{eng}}, publisher = {{Palgrave Pivot}}, series = {{Queer Studies and Education book series}}, title = {{Embodying responsibility? Understanding educators’ engagement in queer educational justice work in schools}}, url = {{https://link.springer.com/chapter/10.1007/978-3-030-41610-2_3}}, year = {{2020}}, }