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Abstract

What might it mean to make education more queer? Queerness is not a unitary identity (as is no identity) and queer is not a single way of thinking or being. Sometimes queer is opposition to outness, or resistance to acceptance, and exists in order to disrupt and discomfit. This, too, is queer. How might educators work to make schools more welcoming of queer bodies and identifications, queer the binary categories that define social life, and disrupt the differential privileging of those who claim normative identities?

Author Biography

Darla Linville is an Assistant Professor of Educational Foundations at Augusta University in Augusta, Georgia. She studies the discourses around sexuality and gender in schools in the United States, and the experiences of LGBTQQ youth with education. She actively advocates for LGBTQQ youth in schools and in communities and has published several articles about LGBTQQ youth and young adult literature.

 

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