1st Edition
Queer Communication Pedagogy
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
Biography
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
