Seán Henry
Biographic Data
| ID | 6466858 |
|---|---|
| NAME | Seán Henry |
| GIVEN NAMES | Seán |
| FAMILY NAME | Henry |
| SIGNATURE | HENRY S |
| AFFILIATIONS | National University of Ireland, Maynooth |
| ORCID | 0000-0001-8873-0726 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Education for a better future? Theory, practice, and social justice
In this editorial introduction, the authors contextualise the special issue ‘Education for a better future? Theory, practice, and social justice’, and provide a summary of its papers. They draw attention in particular to discussions around the aims of education in relation to social justice, as well as to the specific approach the authors took in bringing those who wrote the various papers of this special issue together
Up Schitt’s Creek ? Comedy as a Slantwise Pedagogical Encounter with Queerness
Background: Pedagogical approaches to learning about LGBTQI+ themes and experiences remain a largely understudied topic in teacher education. This is partly due to anxieties around exploring these themes in nuanced and sensitive ways, with many teacher educators feeling ill-equipped to navigate the complexities of exploring so-called “difficult knowledge.” Purpose: In response to this, the purpose of this paper is to offer reflections on the peda…
Laughing ourselves out of the closet’
This paper explores comedy as a queer pedagogical form that subverts problematic representational tropes of queerness pervading mainstream depictions of queer experience. Articulating ‘form’ less as a fixed arrangement of characters, images, objects, and ideas, and more as a kind of formation that positions these in dynamic relation to the wider context in which comedies are encountered, we mobilise the idea of queer pedagogical forms to capture …
But who are all these journal articles for? Writing, reading and our unhandsome condition
This paper explores the nature of academic research in the Humanities. It questions whether such scholarship has been instrumentalised to a narrowly individualistic, short-termist and action-orientated pursuit – whether, in simpler terms, there is too much writing and not enough reading. In the first part of the paper, the authors argue that such instrumentalisation is evident in the very language we use; we speak of research ‘outputs’, research …
Pedagogies of Dissent
The purpose of this paper is to set out the contours for a pedagogy of dissent, i.e., a pedagogical approach to religion that recognizes the role of dissent in bridging the conventional antagonism between religious and LGBTQ concerns for education. Seán Henry begins it with the view that a pedagogy conducive to this kind of work can be engaged with if the relation between education and religion is framed in radically conservative terms. From here…
‘Why? And how?’ Translating queer theologies of sex education
This paper engages with two overarching questions: why is engaging with queer theologies potentially valuable for sex education, and how can we carry out this kind of work without rendering sex education an expression of queer theological commitment? In responding to the first of these questions, I argue that working with queer theologies can offer sex education researchers another way of thinking about, and with, theology – one that resists posi…
Sexuality education and religion
The relationship between sexuality education and religion is often framed antagonistically, especially when it comes to tensions between the teaching of sexuality education and the priorities of some religious communities. In this paper, we argue that this antagonism can be structured as much by the prevalent forms of engagement that display it (dialogue and debate), as it is by the antagonism between contrasting ethical systems. While we acknowl…
Women in British Buddhism
Education, queer theology, and spiritual development
Voices critiquing heteronormativity in faith schools often rely on an understanding of such schools as arbiters for heteronormative religious orthodoxies. Many proponents of Jewish, Muslim and Christian schools offer compelling responses to such claims by providing inclusive perspectives on faith schooling. By applying a queer reading of temporality to a critique of the latter body of work, this paper will argue that these perspectives, despite t…
Edmund Spenser in Context
No prominent works on this page.
Edmund Spenser in Context
Education, queer theology, and spiritual development
Voices critiquing heteronormativity in faith schools often rely on an understanding of such schools as arbiters for heteronormative religious orthodoxies. Many proponents of Jewish, Muslim and Christian schools offer compelling responses to such claims by providing inclusive perspectives on faith schooling. By applying a queer reading of temporality to a critique of the latter body of work, this paper will argue that these perspectives, despite t…
Women in British Buddhism
But who are all these journal articles for? Writing, reading and our unhandsome condition
This paper explores the nature of academic research in the Humanities. It questions whether such scholarship has been instrumentalised to a narrowly individualistic, short-termist and action-orientated pursuit – whether, in simpler terms, there is too much writing and not enough reading. In the first part of the paper, the authors argue that such instrumentalisation is evident in the very language we use; we speak of research ‘outputs’, research …
Pedagogies of Dissent
The purpose of this paper is to set out the contours for a pedagogy of dissent, i.e., a pedagogical approach to religion that recognizes the role of dissent in bridging the conventional antagonism between religious and LGBTQ concerns for education. Seán Henry begins it with the view that a pedagogy conducive to this kind of work can be engaged with if the relation between education and religion is framed in radically conservative terms. From here…
‘Why? And how?’ Translating queer theologies of sex education
This paper engages with two overarching questions: why is engaging with queer theologies potentially valuable for sex education, and how can we carry out this kind of work without rendering sex education an expression of queer theological commitment? In responding to the first of these questions, I argue that working with queer theologies can offer sex education researchers another way of thinking about, and with, theology – one that resists posi…
Sexuality education and religion
The relationship between sexuality education and religion is often framed antagonistically, especially when it comes to tensions between the teaching of sexuality education and the priorities of some religious communities. In this paper, we argue that this antagonism can be structured as much by the prevalent forms of engagement that display it (dialogue and debate), as it is by the antagonism between contrasting ethical systems. While we acknowl…
Up Schitt’s Creek ? Comedy as a Slantwise Pedagogical Encounter with Queerness
Background: Pedagogical approaches to learning about LGBTQI+ themes and experiences remain a largely understudied topic in teacher education. This is partly due to anxieties around exploring these themes in nuanced and sensitive ways, with many teacher educators feeling ill-equipped to navigate the complexities of exploring so-called “difficult knowledge.” Purpose: In response to this, the purpose of this paper is to offer reflections on the peda…
Laughing ourselves out of the closet’
This paper explores comedy as a queer pedagogical form that subverts problematic representational tropes of queerness pervading mainstream depictions of queer experience. Articulating ‘form’ less as a fixed arrangement of characters, images, objects, and ideas, and more as a kind of formation that positions these in dynamic relation to the wider context in which comedies are encountered, we mobilise the idea of queer pedagogical forms to capture …
Education for a better future? Theory, practice, and social justice
In this editorial introduction, the authors contextualise the special issue ‘Education for a better future? Theory, practice, and social justice’, and provide a summary of its papers. They draw attention in particular to discussions around the aims of education in relation to social justice, as well as to the specific approach the authors took in bringing those who wrote the various papers of this special issue together
Sociology (10 works) · Gender Studies (6 works) · Philosophy (6 works) · Pedagogy (5 works) · Political science (5 works) · Queer (5 works) · Epistemology (4 works) · Heteronormativity (4 works) · Law (4 works) · Psychology (4 works)