Reading the room : lessons on pedagogy and curriculum from the gender and sexuality studies classroom / edited by Natalie Kouri-Towe.

Format:

Book

Contributor:

Kouri-Towe, Natalie, editor.

Language:

English

Subjects (All):

Sex differences in education.

Gender identity in education.

Education, Higher--Curriculum.

Education, Higher.

Classroom environment.

Teaching.

Learning.

Physical Description:

1 online resource (381 pages)

Edition:

First English edition.

Place of Publication:

Montreal : Concordia University Press, 2024.

Summary:

The contemporary post-secondary classroom has become a flashpoint in public debate on gender and sexuality, giving rise to controversies over gender-inclusive policies, "trigger warnings," and "cancel culture" that have been misrepresented by opportunistic and divisive voices within and outside of the education sector. However, gender and sexuality studies scholars have long engaged in these debates over pedagogy, and closer study of gender and sexuality classroom practices reveals constructive and transformative ways of learning that grapple with power, conflict, discomfort, and safety in the classroom. Reading the Room collects candid discussions on classroom experiences from instructors and students throughout Canada to provide guidance to educators on often-fraught issues relating to gender, sexuality, race, class, disability, and decolonization. Working from a place of coalition building, this volume is a frank, insightful, and pragmatic invitation to share different pedagogical practices with educators in a range of academic disciplines.

Contents:

Cover

Title Page

Copyright Page

Dedication

Contents

Foreword and Acknowledgements

Introduction | Learning to Read the Room

Part I | Contending with Accountability: Power and Vulnerability in Higher Education

Chapter 1 | Wielding the “Empowered Student” Narrative: Examining How the Responsibility for Anti-Racism Is Assigned and Denied in Higher Education

Introduction

Generating the Empowered Student Narrative

Assigning the Responsibility for Anti-Racism

Denying Responsibility: The Active Work of White Actors in the University

Conclusions: Redistributing the Responsibility for Anti-Racism

References

Chapter 2 | Desiring Disability in Our Learning Communities: Fostering a Crip Culture of Access

Academic Ableism and Access Fatigue

Fostering a Crip Culture of Access

Collective Access Practices for the Classroom

Chapter 3 | “Hi Professor, Am I a Sex Worker?”: Adapting to the Shifting Culture around Sex Work in Higher Education

(Sex) Workers in the Classroom

On “Balance” and “Objectivity”: Adapting to a Cultural Shift

Chapter 4 | Mirrors in the Classroom: The Power of Autobiography as Pedagogy

Our Bodies, Our (Past) Selves: On Identity and Storytelling

Fieldwork: On Finding Lifelines in the Academy

“How We Come to Knowing, and How We Share What We Know”

Chapter 5 | Ecstatic Pedagogies: Navigating Desire and Pleasure across the Boundaries of the Classroom Generated by AI.

Notes:

Includes bibliographical references and index.

Description based on publisher supplied metadata and other sources.

Part of the metadata in this record was created by AI, based on the text of the resource.

ISBN:

9781988111544

1988111544

OCLC:

1507700213