The paradox of education and teaching sexualities with uncertainty.
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| Title: | The paradox of education and teaching sexualities with uncertainty. |
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| Authors: | Allen, Louisa1 le.allen@auckland.ac.nz |
| Source: | Pedagogy, Culture & Society. Oct2023, Vol. 31 Issue 5, p1005-1019. 15p. |
| Subject Terms: | *Education, *Teaching, Ethics, LGBTQ+ communities, Social justice |
| Abstract: | Is it ethical to want students to become non-queerphobic as an outcome of our teaching? This question is situated within thinking about teaching for social justice. It takes an event where a student challenges a course's queer pedagogy and thinks with it to expose 'the inherent paradox of education'. This is the notion that in its desires for individual and social transformation, education presumes to know how students should behave and how the world should be. The paper considers how educators might approach this paradox more ethically. It argues for a reconceptualisation of education as an 'uncertain event' that involves approaching teaching without preconceived agendas about what educational encounters will eventuate. It also involves a reconfiguration of ethics and education, where ethics is understood as implied rather than applied. This rearrangement invites educators to engage in a sensible orientation to teaching where attention is paid to its nuances, textures and complexities.. [ABSTRACT FROM AUTHOR] |
| Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 170041407 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The paradox of education and teaching sexualities with uncertainty. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Allen%2C+Louisa%22">Allen, Louisa</searchLink><relatesTo>1</relatesTo><i> le.allen@auckland.ac.nz</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Pedagogy%2C+Culture+%26+Society%22">Pedagogy, Culture & Society</searchLink>. Oct2023, Vol. 31 Issue 5, p1005-1019. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ%2B+communities%22">LGBTQ+ communities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Is it ethical to want students to become non-queerphobic as an outcome of our teaching? This question is situated within thinking about teaching for social justice. It takes an event where a student challenges a course's queer pedagogy and thinks with it to expose 'the inherent paradox of education'. This is the notion that in its desires for individual and social transformation, education presumes to know how students should behave and how the world should be. The paper considers how educators might approach this paradox more ethically. It argues for a reconceptualisation of education as an 'uncertain event' that involves approaching teaching without preconceived agendas about what educational encounters will eventuate. It also involves a reconfiguration of ethics and education, where ethics is understood as implied rather than applied. This rearrangement invites educators to engage in a sensible orientation to teaching where attention is paid to its nuances, textures and complexities.. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=170041407 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/14681366.2021.1987975 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 1005 Subjects: – SubjectFull: Education Type: general – SubjectFull: Teaching Type: general – SubjectFull: Ethics Type: general – SubjectFull: LGBTQ+ communities Type: general – SubjectFull: Social justice Type: general Titles: – TitleFull: The paradox of education and teaching sexualities with uncertainty. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Allen, Louisa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 14681366 Numbering: – Type: volume Value: 31 – Type: issue Value: 5 Titles: – TitleFull: Pedagogy, Culture & Society Type: main |
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