'Effeminate Arty Boys and Butch Soccer Girls': Investigating Queer and Trans-Affirmative Pedagogies under Conditions of Neoliberal Governance

Autor/inn/en	Martino, Wayne; Cumming-Potvin, Wendy
Titel	'Effeminate Arty Boys and Butch Soccer Girls': Investigating Queer and Trans-Affirmative Pedagogies under Conditions of Neoliberal Governance
Quelle	In: Research Papers in Education, 34 (2019) 2, S.131-152 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martino, Wayne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2017.1402082
Schlagwörter	Gender Differences; Homosexuality; Sexual Identity; Sexual Orientation; Epistemology; High School Students; Multiple Literacies; Politics of Education; Neoliberalism; Governance; Public Education; School Policy; English Teachers; Teacher Attitudes; Foreign Countries; Case Studies; Institutional Autonomy; Australia + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Homosexualität; Geschlechtsidentität; Sexuelle Identität; Sexuelle Orientierung; Erkenntnistheorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Educational policy; Bildungspolitik; Neo-liberalism; Neoliberalismus; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Öffentliche Erziehung; Schulpolitik; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Case study; Fallstudie; Case Study; Institutionelle Autonomie; Australien
Abstract	In this paper, we draw on conversations with two English teachers in an Australian government speciality arts focused school to investigate possibilities for envisaging trans-affirmative and queer pedagogies in the classroom. It draws from two studies that are concerned to investigate how gender and sexually diverse students are being supported in the education system. Our study employs queer and trans-informed epistemological insights into the pedagogical limits of heternormativity and cisgenderism in high schools. The data involved engaging with teachers who responded to a range of multi-literacy resources that addressed the politics of queer and trans representation, recognition and visibility in their classrooms. We tease out several themes which pertain to the institutionalisation of heteronormativity and cisgenderism, and how it is entwined with neoliberal governance in one particular case study school. Our purpose is to illustrate how this gender and sexuality politics works in tandem with a particular manifestation of neoliberal governance in the public education system, and plays into a specific policy discourse with particular consequences for schools, students and teachers in terms of impression management and its calculative and performative effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01