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.
Table of Contents
Introduction: Queering Communication Pedagogy
Theorizing Queer Communication Pedagogies
Queer Pedagogy: Story of a Course
Karen E. Lovaas and Mercilee M. Jenkins
Bi and Bi: Exploring the Transgressive Potential of the Bisexual-Biracial Identity in the Queer Classroom
Stephanie L. Young
Disrupting Public Pedagogies of Bisexuality
Jessica A. Johnson
Bernadette Marie Calafell
Celebration, Resistance and Change: Queer Gender Performers of Color
as Public Pedagogues
Transnational Queer Communication Pedagogy
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
Creative Practice as Queer Media Pedagogy
The Queer Act of Talking Sex: Pedagogical Challenges in a Communication Course on Pornography
Andrew R. Spieldenner and Jahnasia J. Booker
Fostering an Emerging Queer Consciousness
Hesitant to Walk: Affective Interventions in Queer Communication Pedagogy
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