A queercripistemological vulnerable pedagogy of care.
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| Title: | A queercripistemological vulnerable pedagogy of care. |
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| Authors: | Woolley, Susan W.1 swoolley@colgate.edu |
| Source: | Sex Education. Mar2023, Vol. 23 Issue 2, p228-235. 8p. |
| Subject Terms: | *Online education, *Teaching, *Empathy, *Sex education, *Undergraduates, Psychological vulnerability, Human sexuality, Mental health |
| Abstract: | In this essay, the author reflects on her teaching as a site in which to analyse the pedagogical tensions produced by foregrounding disability in the study of gender and sexuality and by allowing students to see her vulnerability. Analysing a moment in class, the author thinks through a queercripistemological vulnerable pedagogy of care that interrupts normative practices and embraces humanness and unruliness. Because the class in question concerned queer(ing) pedagogy, the author made her own pedagogy and process transparent to her students, modelled critical reflection and praxis, and was honest about the fact that sometimes university teachers are broken, too. Enabled by the environment and relations they constructed together, the author allowed herself to be vulnerable to her students by showing them her humanness, brokenness, struggles and disabilities. Crip theory, which offers bridges for enacting care, taught the author and her students to enact care even within and across the institutional contexts of the university and remote learning – spaces that are often inhospitable to such connection. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | In this essay, the author reflects on her teaching as a site in which to analyse the pedagogical tensions produced by foregrounding disability in the study of gender and sexuality and by allowing students to see her vulnerability. Analysing a moment in class, the author thinks through a queercripistemological vulnerable pedagogy of care that interrupts normative practices and embraces humanness and unruliness. Because the class in question concerned queer(ing) pedagogy, the author made her own pedagogy and process transparent to her students, modelled critical reflection and praxis, and was honest about the fact that sometimes university teachers are broken, too. Enabled by the environment and relations they constructed together, the author allowed herself to be vulnerable to her students by showing them her humanness, brokenness, struggles and disabilities. Crip theory, which offers bridges for enacting care, taught the author and her students to enact care even within and across the institutional contexts of the university and remote learning – spaces that are often inhospitable to such connection. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14681811 |
| DOI: | 10.1080/14681811.2022.2087058 |
