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The Queer Class LGBTQ Approaches Annotated BibliographyThe Queer class Alexander, Jonathan, and Michelle Gibson. “Queer Composition(s): Queer Theory in the Writing Classroom.” JAC 24.1 (2004): 1–22.
Cooper, Jan. “Queering the Contact Zone.” JAC 24.1 (2004): 23–46.
Dean, Tim. “Bodies that Mutter: Rhetoric and Sexuality.” Pre/Text 15.1–2 (Spring-Summer 1994): 80–117.
DiGrazia, Jennifer, and Michel Boucher. “Writing InQueeries: Bodies, Queer Theory, and an Experimental Writing Class.” Composition Studies 33.2 (Fall 2005): 25–44.
Guidotto, Nadia. “Honouring Scars, Healing OurSelves: A Theory of Social Justice.” Canadian Online Journal of Queer Studies in Education 3.1 (2007).
Guidotto takes an interesting approach to queer theory and eventual social justice. She states that we all have metaphorical scars which “provide a point of departure for storytelling” and “can initiate dialogue, and in a word, healing” (2). She uses the specific example of transgender subjects to demonstrate the “three steps in the life of our bodies’ stories: the wound, the scar and the healing” (2). This allows Guidotto to illustrate the constraints of identity and how to progress “despite our differences” (2). After explaining each of the stages, she states that it is time for the wound to heal. She continues to state that wounds “have to stop being the basis for exclusion” (15). She advocates moving past difference and on to diversity—transforming our scars from wounds into healing in ourselves and others. Haggerty, George E., and Molly McGarry, eds. A Companion to Lesbian, Gay, Bisexual, Transgender, and Queer Studies. Malden, MA: Blackwell, 2007.
Hall, Donald E. “Cluelessness and the Queer Classroom.” Pedagogy 7.2 (Spring 2007): 182–191.
McRuer, Robert. “Composing Bodies; or, De-Composition: Queer Theory, Disability Studies, and Alternative Corporealities.” JAC 24.1 (2004): 47–78.
Nast, Heidi J., and Audrey Kobayashi. “Re-Corporealizing Vision.” Bodyspace: Destabilizing Geographies of Gender and Sexuality. Ed. Nancy Duncan. New York: Routledge, 1996. 75–96.
Pinar, William ed. Queer Theory in Education. Mahwah, N.J. : L. Erlbaum Associates, 1998.
Talburt, Susan. Subject to Identity: Knowledge, Sexuality, and Academic Practices in Higher Education. Albany: State U of New York P, 2000.
Talburt, Susan, and Shirley R. Steinberg. Thinking Queer: Sexuality, Culture, and Education. New York: Peter Lang, 2000.
‘The Queer Author Adams, Susan M. “The Erotics of Authorship : Writers, Bodies, and the Materiality of Language.” Authorship in Composition Studies. Ed. Tracy Hamler Carrick and Rebecca Moore Howard. Boston: Wadsworth, 2006.
Anzaldúa, Gloria. “To(o) Queer the Writer—Loca, escritora y chicana.” Living Chicana Theory. Ed. Carla Trujillo. Berkeley: Third Woman Press, 1998. 263–276.
Coombe, Rosemary J. “Author/izing the Celebrity: Publicity Rights, Postmodern Politics, and Unauthorized Genders.” The Construction of Authorship: Textual Appropriation in Law and Literature. Ed. Martha Woodmansee and Peter Jaszi. Durham: Duke UP, 1994. 101–32.
Teachers Outing Themselves in Class Elliott, Mary. “Coming Out in the Classroom: A Return to the Hard Place.” College English 58.6 (October 1996): 693–708.
Elliott advocates coming out in the classroom. She asserts that it is “absolutely necessary to the eventual professional legitimizing of gay and lesbian issues, literature, students, and teachers” (3). She provides several reasons for coming out: passing hinders “self-acceptance and political change,” secrets from students become “dirty” secrets, it “challenges dominant thinking and institutional heterosexism,” and it provides support for other LGBTQ and heterosexual students, “facilitating the unlearning of prejudice” (7). She goes on to refute the idea of the neutral class and its deflation in the event of coming out. She states the “classroom is never a “neutral” space. Neutrality, we agreed, is a universal cultural default setting which is almost always presumed to be heterosexual and white; it is not available to those who cannot “pass” as either or both” (7). Elliot again reasserts the necessity of coming out because in not doing so, LGBTQ persons reaffirm and participate in the institutionalization of heterosexism. Harbeck, Karen M. Coming Out of the Classroom Closet: Gay and Lesbian Students, Teachers, and Curricula. Binghamton, NY: Harrington Park Press, 1992.
Kissen, Rita M. The Last Closet: The Real Lives of Lesbian and Gay Teachers. Portsmouth, N.H. : Heinemann, 1996.
Wallace, David L. “Out in the Academy: Heterosexism, Invisibility, and Double Consciousness.” College English 65.1 (September 2002): 53–66.
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