NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED481587
Record Type: Non-Journal
Publication Date: 2001-Jun
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Queer Knowledges To Build Inclusionary Pedagogy in Adult Education.
Grace, Andre P.; Hill, Robert J.
Adult educators can use historical, cultural, and theoretical queer knowledges to build an alternative pedagogy focused on three themes. The first is engaging queer history and queer studies to transgress adult educational space. They can be used to construct and affirm a transgressive notion of queer as normal that counters a historical notion of straight as "the" marker of normal. Queer studies can inform transformative adult educational practices that involve communicative learning processes and critical analyses concerned with being, self-preservation, expectation, becoming, resistance, affiliation, and holistic living. The second theme is using queer knowledge as an antecedent to queer praxis/queer praxis as a site of learning. If knowledge is making sense of information and experiences, then queer knowledges must be the multiple ways that persons in the spectral community of queer 'Others' construct meaning in the face of what one knows. Queer knowledges constitute sites of learning and bases for queer praxis. As cultural work, queer praxis opens an in-between learning space in society. The third theme is deploying queer knowledges as political activities for social transformation. Queer knowledges that lead to queer actions have the capacity to empower the marginalized queer community with outcomes consonant with those posited as goals and objectives of adult education for personal and social transformation. (Contains 16 references.) (YLB)
For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001grace.htm.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A