Edited By sj Miller and Nelson M. Rodriguez
Chapter Four: Remaining Stubbornly Faithful: What Queering Academia Does to Queer Teacher-Scholars
← 30 | 31 →
Remaining Stubbornly Faithful: What Queering Academia Does to Queer Teacher-Scholars
SARA STALEY AND BETHY LEONARDI
I just made a t-shirt that says, “Feelings are not the enemy.” I guess that’s what [my work is] about—just being expressive with your feelings and the ways that we’re culturally expected to closet our emotions.
As queer teacher-scholars, we often turn to Gibson’s work because of the masterful ways in which the poet unleashes feelings and lets them spill all over the place. (For those unfamiliar, Gibson is a queer poet-activist whose work explores trauma, gender, sexuality, white privilege, war, love, and feelings.) So as we considered where to begin, Gibson’s theme that “feelings are not the enemy” seemed fitting. The research that informs this chapter is part of a larger project in which we set out to explore: What does queering academia do to queer teacher-scholars? Specifically, we engaged narrative inquiry to mine our experiences navigating the margins of institutional life in academia while advancing queer liberation in education spaces. Currently, our collaborative work focuses on supporting educational communities to create safer schools that affirm queer identities and preparing educators with knowledge, skills, and habits of heart and mind necessary for disrupting heteronormativity. Cultivating university-school partnerships has been critical to that queer endeavor. By “queering academia,” then, we mean to emphasize that the object of this inquiry is our own lived experiences...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.