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Title: Technology and Queer Education: Subversions and Educational Resistances
Pié Balaguer, Asunción  
Gil-Rodríguez, Eva P.  
Citation: Planella, J. [Jordi], Pié Balaguer, A. [Asunción], Gil-Rodríguez, E. [Eva Patricia] (2020). Technology and queer education: subversions and educational resistances. Indian Journal of Gender Studies, 27(2), 226-241. doi: 10.1177/0971521520910965
Abstract: In this article, we look at educational forms from the point of view of queer theory. We understand educational forms as techno-scientific practices in the sense defined by Donna Haraway (1997, Modest_Witness@Second_Millennium. FemaleMan_Meets_OncoMouse. Routledge). We contemplate the eminently subjugating nature of educational institutions in industrial and post-industrial societies. Our work is based on the introduction of queer theory into the social sciences and its influence on pedagogy, promoting the avoidance of normalising and exclusive subjectivities. We propose a use and understanding of queer that goes beyond the strictly sexual, in order to go as deeply as possible into a critique of bodily abnormality as a form of construction and remission. We also analyse the role that technology plays in building normality and/or making subversions possible, as well as its consequences for bodies and subjectivities in our modernised society.
Keywords: queer theory
queer pedagogy
social construction of normality
techno science
Document type: info:eu-repo/semantics/article
Version: info:eu-repo/semantics/acceptedVersion
Issue Date: 1-Jun-2020
Appears in Collections:Articles cientÍfics

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