Queer Epistemologies in Education: Luso-Hispanic Dialogues and Shared Horizons

by Moira Pïrez (Editor), Gracia Trujillo-Barbadillo (Editor)

Overview

This edited collection brings together the work of researchers and educators from Argentina, Brazil, Spain, Colombia, Costa Rica, Portugal,and Mexico on education, pedagogy, and research from a queer perspective. It offers a space for the dissemination and development of new lines of analysis and intervention in the field of Queer Pedagogies in the region, relevant to the present and future of the field both in our countries and beyond. Chapters provide perspectives aware of the regional context but relevant from a theoretical and practical perspective beyond Ibero-America. The volume covers elementary, middle, and higher education, formal and informal, and includes theoretical and applied contributions on a variety of topics including public policies on education, queer youth, sex education, and conservative attacks against "gender ideology" in the region.

Product Details

ISBN-13:	9783030503079
Publisher:	Springer International Publishing
Publication date:	12/04/2020
Series:	Queer Studies and Education
Edition description:	1st ed. 2020
Pages:	256
Product dimensions:	5.83(w) x 8.27(h) x (d)

About the Author

Moira Pérez is Professor of Philosophy at the University of Buenos Aires, Argentina, and Assistant Researcher at the National Council for Scientific Research (CONICET). At the convergence of Practical Philosophy and Queer Theory, her research focuses on the articulation between violence and identity, with particular interest in epistemic and institutional violence.

Gracia Trujillo-Barbadillo is Professor of Sociology in the Faculty of Education at the Complutense University of Madrid (UCM), Spain, and feminist and queer/cuir activist. Trujillo-Barbadillo has published on lgtbi and queer theories and political practices, queer epistemologies in education, sexual politics, memories, archives, and queer kinship and reproduction.

Table of Contents

1. Introduction.- Section I. Between Theories and Practices.- 2. Perspectivizing and reimagining queer times and places through collaborative interventionist research in a Brazilian school.- 3. Queering Freire’s Pedagogies: Resistance, Empowerment and Transgression in Teacher Training.- 4. Queer, Crip, and Social Pedagogy: A Critical Hermeneutic Perspective.- 5. Pedagogical Devices in/of the Images. Notes on Lesbian Desire and Knowing How to Fuck.- Section II. Queering the Classroom and Beyond.- 6. Gender and Sexuality in the Brazilian Educational Rhizome: A Cartogenealogy of the Production of Difference in the Plot of Curricular Public Policies.- 7. Diva Yes! Free to Fly! Queer Resistance of Young Students in a Public School in the Capital of Piauí, Brazil.- 8. Claiming their Right to Appear: the Gender Studies Research Group, from the Free University of Colombia, as Maker of Oppositional Knowledge.- Section III. Queer Pedagogies in and for Regressive Times.- 9. ‘Gender ideology’ in conservative discourses: public sphere and sex education in Latin America.- 10. Subjectivities, bodies and desires: Costa Rican secondary teachers and students discourses about sexual diversity.- 11. Fear of a Queer Pedagogy of Law.- 12. "A Glossary of Queer".- 13. Conclusion: Shared horizons and future challenges.

What People are Saying About This

From the Publisher

“How can a way of thinking and living, a disposition and an impulse driven by restlessness and instability, dialogue with a traditionally normalizing and disciplining field? How to articulate the Queer universe, its irreverence and disturbance, with the field of Education? The analysts and theorists who integrate this collection have taken on this challenge. And they went further. They understood that such dialogue could only effectively happen if it was rooted in local practices and conditions, in their own languages and histories, with their marks and their accents, their ways of expressing desire, of resisting and creating. It is queer in movement, in Ibero-America, with the particularities of Brazil or Colombia, Argentina or Costa Rica, with the colors, the pains and the marks of its people.”
—Guacira Lopes Louro, Professor of the Postgraduate Program in Education, Federal University of Rio Grande do Sul, Brazil

“Moira Pérez and Gracia Trujillo-Barbadillo offer a very timely and unique intervention in the geo-politics of queer/cuir/cuy(r) epistemological thinking in education. The authors across the volume highlight the importance of queer pedagogies as political interventions opposing the unevenness of knowledge production. Translation is itself a corporeal process, where Luso-Hispanic travesías are uneven. It is not (only) about the discussion of ‘importing’ a concept and its colonial tones, but particularly about the problematic division between theory and activism, global Norths and Souths, as well as the embodiment of queer thinking from a situated (Southern) location.”
—María Amelia Viteri, Associate Professor of Anthropology, Universidad San Francisco de Quito (USFQ), Ecuador

“Queer Epistemologies in Education: Luso-Hispanic Dialogues and Shared Horizons offers English-speaking readers an intellectually exhilarating collection of essays that demonstrates the ways scholars and activists are taking up and reworking queer, or cuir, in shifting regional and national contexts. In political and epistemic landscapes across Ibero-America, decolonial practices, liberatory pedagogies, and interventionist research meet regressive movements labelling such work “gender ideology.” These essays remind readers in the so-called Global North that there is much to learn from creative struggles in the Global South, where alliances of social actors create new knowledges and practices to open possibilities for dissident sexualities. Want to think about queer interventions in Law Schools? Cartogenealogy? The production of a queer glossary? This is the place.”
—Susan Talburt, Professor of Women’s, Gender, and Sexuality Studies, Georgia State University, USA