240 Pages
    by Routledge

    240 Pages
    by Routledge

    This book addresses queer issues and current events from a communication perspective to articulate a queer communication pedagogy. Through putting communication pedagogy and queer studies into dialogue, the book investigates how queer theory and critical communication pedagogy intersect in pedagogical spaces.

    The chapters identify institutional and educational barriers, oppressions, and issues pertaining to queer lives in the context of higher education. Using a variety of critical methodological approaches (including dialogic methods, autoethnography, performative writing, and visual methods), each chapter theorizes a queer communication pedagogy, and offers a path toward and innovative ideas about materializing queer communication pedagogy as a disciplinary endeavor.

    This book will be of interest to scholars, graduate students, and upper-level undergraduate students in Communication Studies, Critical Communication Pedagogy, Intercultural Communication, Higher Education, Public Pedagogy, and Queer Studies, and Critical/Cultural Studies.

    Introduction: Queering Communication Pedagogy

    Theorizing Queer Communication Pedagogies

    Chapter 1

    Queer Pedagogy: Story of a Course

    Karen E. Lovaas and Mercilee M. Jenkins

    Chapter 2

    Bi and Bi: Exploring the Transgressive Potential of the Bisexual-Biracial Identity in the Queer Classroom

    Stephanie L. Young

    Chapter 3

    Disrupting Public Pedagogies of Bisexuality

    Jessica A. Johnson

    Bernadette Marie Calafell

    Chapter 4

    Celebration, Resistance and Change: Queer Gender Performers of Color

    as Public Pedagogues

    Krishna Pattisapu

    Chapter 5

    Transnational Queer Communication Pedagogy

    Ahmet Atay

    Queering Classroom

    Chapter 6

    Transing Communication Education: A Chorus of Voices

    Jamie Capuzza, Leland G. Spencer, Thomas J Billard, E. Tristan Booth, matthew heinz, Sarah Jones, and Lucy Miller

    Chapter 7

    Creative Practice as Queer Media Pedagogy

    Katherine Sender

    Chapter 8

    The Queer Act of Talking Sex: Pedagogical Challenges in a Communication Course on Pornography

    Andrew R. Spieldenner and Jahnasia J. Booker

    Chapter 9

    Fostering an Emerging Queer Consciousness

    Benny LeMaster

    Chapter 10

    Hesitant to Walk: Affective Interventions in Queer Communication Pedagogy

    Kathryn Hobson

    Chapter 11

    Disclosing Lives, Reading Bodies: A Duo-autoethnography of Queerness in the Classroom

    Colin Whitworth and Anna Wilcoxen


    Ahmet Atay (Ph.D. Southern Illinois University- Carbondale) is Associate Professor of Communication at the College of Wooster. His research revolves around cultural studies, media studies, and critical intercultural communication. In particular, he focuses on diasporic experiences and cultural identity formations of diasporic individuals; political and social complexities of city life, such as immigrant and queer experiences; the usage of new media technologies in different settings; and the notion of home. He is the author of Globalization’s Impact on Identity Formation: Queer Diasporic Males in Cyberspace (2015) and the co-editor of 9 books. His scholarship appeared in number of journals and edited books.

    Sandra L. Pensoneau-Conway (Ph.D. Southern Illinois University- Carbondale) is an Associate Professor of Communication Studies at Southern Illinois University Carbondale. Her teaching and research interests include critical communication pedagogy, communication and identity, and automethods. Recent publications include a co-edited book, Doing Autoethnography, a co-edited special issue of Communication Teacher (critical communication pedagogy) and essays in QED: A Journal of GLBTQ Worldmaking, Critical Education, and the book The Discourse of Disability in Higher Education.

    "The great benefit of this work is its attention to the ways in which critical communication pedagogy and queer theory can be unified to create a new pedagogical paradigm, a responsive pedagogy about communication, difference, and praxis." --David H. Kahl, Jr. Penn State Erie, The Behrend College