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Queer trepidations and the art of inclusion

Version 2 2024-06-17, 04:01
Version 1 2014-10-27, 16:28
journal contribution
posted on 2024-06-17, 04:01 authored by M Rasmussen
Contemporary research and pedagogy related to sexualities and schooling in Australia, Aotearoa1/New Zealand and the United States often focuses on ways to alleviate homophobia and heterosexism in the hope of creating schools that are more inclusive of lesbian and gay (and very rarely bisexual, transgender and intersex2) (LGBTI) teachers and students. Within this paradigm, the notion of what comprises sexualities is often taken as given. Alternatively, researchers and educators may invoke essentialising narratives in order to make arguments for the inclusion of students and teachers who adopt LGBTI identifications. Drawing on a theoretical framework influenced by the work of Deborah Britzman3 and other queer theorists within and outside education this article interrogates these strategies of inclusion. In particular, I focus on research methodologies and pedagogies related to sexualities and schooling devised in the name of inclusion of young people who identify as lesbian, gay, bisexual or transgender (LGBT)4 in secondary educational contexts. This analysis, which is based on my doctoral studies, commences with a consideration of queer theories and the art of inclusion. Subsequent to this I analyse pedagogies of inclusion and methodologies of inclusion, and, their nexus with queer theories.

History

Journal

Melbourne studies in education

Volume

44

Pagination

87-107

Location

Carlton, Vic.

ISSN

1750-8487

eISSN

1750-8495

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Issue

1

Publisher

Melbourne University Press

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