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Related Experiment Videos

Teaching queer theory at a Normal School.

Jen Bacon1

  • 1Women's Studies, West Chester University, West Chester, PA 19383, USA. jbacon@wcupa.edu

Journal of Homosexuality
|February 9, 2007
PubMed
Summary
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Queering university curricula involves institutional and classroom challenges, navigating debates on LGBT Studies and free speech policies. This case study highlights the complexities of integrating queer theory into higher education reform.

Area of Science:

  • Higher Education Studies
  • Queer Theory
  • Curriculum Development

Background:

  • Explores the ongoing efforts to
  • queer
  • West Chester University (WCU) across institutional, curricular, and classroom levels.
  • Addresses the intersection of establishing free speech policies that align with diversity values and introducing LGBT Studies.
  • Highlights the recruitment of LGBTQ+ faculty and their role in fostering an environment open to new ideas for curriculum and university reform.

Purpose of the Study:

  • To examine the epistemological and pedagogical challenges arising from the integration of queer theory and LGBT Studies in higher education reform.
  • To analyze the tensions and debates surrounding curriculum "queering" and the assertion of binaries within an academic setting.
  • To explore the implications of queer studies for institutional change and social justice initiatives.

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Main Methods:

  • Presents a case study of West Chester University, detailing a three-and-a-half-year period of observation and engagement.
  • Analyzes personal experiences and observations of faculty, staff, and students involved in reform efforts.
  • Examines debates and tensions related to curriculum content, pedagogical approaches, and identity performance in the classroom.

Main Results:

  • Identifies significant tensions and resistance encountered during the process of institutional and curricular reform at WCU.
  • Reveals that challenges often stem from deeply ingrained cultural tendencies to reassert binary thinking, even amidst efforts toward inclusivity.
  • Demonstrates the complex interplay between queer theory, LGBT Studies, and the practicalities of academic policy and curriculum development.

Conclusions:

  • Argues that effectively addressing issues of content, method, inclusion, exclusion, identity, and performance requires sustained effort and critical attention to binary reassertion.
  • Suggests that the "contested terrain of the queer" within West Chester University reflects broader societal dynamics and choices.
  • Emphasizes the need for continuous engagement with queer perspectives to navigate institutional change and social justice.