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http://hdl.handle.net/10609/149385
Title: | Technology and Queer Education: Subversions and Educational Resistances |
Author: | Planella, Jordi 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 subjectivity body techno science |
DOI: | https://doi.org/10.1177/0971521520910965 |
Document type: | info:eu-repo/semantics/article |
Version: | info:eu-repo/semantics/acceptedVersion |
Issue Date: | 1-Jun-2020 |
Appears in Collections: | Articles cientÍfics Articles |
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Planella_IJGS_Technology.pdf | 354,71 kB | Adobe PDF | View/Open |
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