The Paradox of Education and Teaching Sexualities with Uncertainty

Autor/in	Allen, Louisa
Titel	The Paradox of Education and Teaching Sexualities with Uncertainty
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 5, S.1005-1019 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allen, Louisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1987975
Schlagwörter	Social Justice; Higher Education; LGBTQ People; Ethics; Sexuality; Social Change; Role of Education; Controversial Issues (Course Content); Social Bias + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethik; Sexualität; Sozialer Wandel; Bildungsauftrag; Controversial issues; Kontroverse
Abstract	Is it ethical to want students to become non-queerphobic as an outcome of our teaching? This question is situated within thinking about teaching for social justice. It takes an event where a student challenges a course's queer pedagogy and thinks with it to expose 'the inherent paradox of education'. This is the notion that in its desires for individual and social transformation, education presumes to know how students should behave and how the world should be. The paper considers how educators might approach this paradox more ethically. It argues for a reconceptualisation of education as an 'uncertain event' that involves approaching teaching without preconceived agendas about what educational encounters will eventuate. It also involves a reconfiguration of ethics and education, where ethics is understood as "implied" rather than "applied." This rearrangement invites educators to engage in a sensible orientation to teaching where attention is paid to its nuances, textures and complexities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01