Edited By Shirley R. Steinberg and Awad Ibrahim
Part V Youth Living Life and Research
· 1 3 · making sense of non/sense Queer Youth and Educational Leadership Mark Vicars and Tarquam McKenna Introduction Whilst the epistemic landscape around sexuality has radically altered over the last few decades, the literature focused on sexuality-related diversity has routinely centered interrogation on how the wider educational communities of practice reify dispositional, structural, and institutional heteronormative practices. Research in the inclusive educational field has indicated the prob- lematics of making present marginal sexualities for educational practitioners (McKenna & Vicars, 2013). Conjoining the double problematic and/or defi- cits of youth and sexuality, it is not too surprising to find out who or what becomes reiteratively constituted as “the problem.” Ricoeur (1995) spoke of the summoned subject, “the self constituted and defined by its position as respondent” (p. 262), and the assumption that the heteronormative world view is the only “correct” or real view, tacitly or not, makes a problematic presence of Queer youth, rather than becoming a legitimate challenge to epistemic and democratic occasion. Gender Queer and/or Queer youth sexualities are not openly neglected, but are, we suggest, deliberately “blocked” from view. An assumption that the heteronormative worldview is the only “correct” or real view to be considered can be read in exemplars of anti-homophobic discourse that interpellate Queer youth to 236 mark vicars and tarquam mckenna sustain a partial sexuality. The maintenance of an impossible psychic distance and detachment from pejorative name-calling and physical harassment is rewarded with the fallacious promise that “It gets better.” As Queer male edu- cators and researchers,...
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.