Fear of a Queer Pedagogy of Law
Is queer teaching of Law possible? Can a Law School be queerized? This chapter offers a diagnosis of academic practices in University and proposes a shift from fear-based pedagogical practices to pedagogies based upon the ideas of multitude and rhizome. B
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Queer Epistemologies in Education
Luso-Hispanic Dialogues and Shared Horizons
Edited by Moira Pérez Gracia Trujillo-Barbadillo
Queer Studies and Education Series Editors William F. Pinar Department of Curriculum and Pedagogy University of British Columbia Vancouver, BC, Canada Nelson M. Rodriguez Department of Women’s, Gender, and Sexuality Studies The College of New Jersey Ewing, NJ, USA Reta Ugena Whitlock Department of Educational Leadership Kennesaw State University Kennesaw, GA, USA
LGBTQ social, cultural, and political issues have become a defining feature of twenty-first century life, transforming on a global scale any number of institutions, including the institution of education. Situated within the context of these major transformations, this series is home to the most compelling, innovative, and timely scholarship emerging at the intersection of queer studies and education. Across a broad range of educational topics and locations, books in this series incorporate lesbian, gay, bisexual, transgender, and intersex categories, as well as scholarship in queer theory arising out of the postmodern turn in sexuality studies. The series is wide-ranging in terms of disciplinary/theoretical perspectives and methodological approaches, and will include and illuminate much needed intersectional scholarship. Always bold in outlook, the series also welcomes projects that challenge any number of normalizing tendencies within academic scholarship, from works that move beyond established frameworks of knowledge production within LGBTQ educational research to works that expand the range of what is institutionally defined within the field of education as relevant queer studies scholarship. International Advisory Board Louisa Allen, The University of Auckland, New Zealand Edward Brockenbrough, University of Pennsylvania, USA James Burford, Thammasat University, Thailand Anna Carastathis, Independent Scholar, Greece Rob Cover, The University of Western Australia, Perth, Australia Cindy Cruz, University of California, Santa Cruz, USA Xinyan Fan, The University of British Columbia, Canada Anne Harris, RMIT University, Australia Tiffany Jones, Macquarie University, Australia Jón Ingvar Kjaran, University of Iceland, Reykjavík, Iceland Kevin Kumashiro, Kevin Kumashiro Consulting, USA Alicia Lapointe, Western University, Canada Máirtín Mac an Ghaill, Newman University, UK Paul Chamness Miller, Akita International University, Japan sj Miller, University of Wisconsin-Madison, USA Robert Mizzi, University of Manitoba, Canada Thabo Msibi, University of KwaZulu-Natal, South Africa Aoife Neary, University of Limerick, Ireland Z Nicolazzo, University of Arizona, USA Gul Ozyegin, William & Mary, USA Moira Pérez, University of Buenos Aires, Argentina Christine Quinan, Utrecht University, The Netherlands Mary Lou Rasmussen, Australian National University, Australia Eva Reimers, University of Gothenburg, Sweden Emma Renold, Cardiff University, UK Finn Reygan, Human Sciences Research Council, South Africa Nick Rumens, Middlesex Universi
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