Un/Fixing the Fiend

Queering Pedagogy and Dangerous Desires

Bibliographic Data

ID8923975
AuthorsLisa Weems (Miami University, corresponding author)
Year2007
Volume41
Issue3
Pages194-211
Publication date2007-05-25
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Studies (JOURNAL)
Journal identifiersISSN: 0013-1946 • E-ISSN: 1532-6993
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131940701325662
OpenAlexW2099011285
LanguageEN
Citations received1
References cited36

The notion of desire in theorizing pedagogical relations has a long tradition within foundations of education. Contemporary scholarship on desire in educational theory is informed by sexuality studies and queer theory. This article both builds and expands contemporary dialogue on desire as informed by some of the debates within sexuality studies, and feminist and queer theory. In this article, I investigate elements of desire that are considered dangerous in pedagogical contexts such as “excess” and “devotion.” I then provide an interpretation of the productive nature of conflict and desire in pedagogical encounters. Finally, I explore the pleasure and pain of desires, tension, and conflict as necessarily dangerous and dangerously necessary elements of learning and pedagogical encounters

Aesthetics · Epistemology · Human sexuality · Interpretation (philosophy · Pedagogy · Pleasure · Queer · Queer theory · Scholarship · Sex education · Sexuality education · Sociology · Critical Race Theory in Education · Gender Roles and Identity Studies · Gender Studies · Gender, Feminism, and Media · Law · Philosophy · Psychology

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