Overview
- Provides a rigorous look into the current state of the field, including authors from Argentina, Brazil, Spain, Colombia, Portugal, Costa Rica, and Mexico
- Contributes to current debates on queer pedagogies and education more broadly
- Includes a broad array of topics, methodological approaches, and educational levels
- Compiles in English the works of scholars working in Spanish- and Portuguese-speaking countries
Part of the book series: Queer Studies and Education (QSTED)
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About this book
This edited collection brings together the work of researchers and educators from Argentina, Brazil, Spain, Colombia, Costa Rica, Portugal,and Mexico on education, pedagogy, and research from a queer perspective. It offers a space for the dissemination and development of new lines of analysis and intervention in the field of Queer Pedagogies in the region, relevant to the present and future of the field both in our countries and beyond. Chapters provide perspectives aware of the regional context but relevant from a theoretical and practical perspective beyond Ibero-America. The volume covers elementary, middle, and higher education, formal and informal, and includes theoretical and applied contributions on a variety of topics including public policies on education, queer youth, sex education, and conservative attacks against "gender ideology" in the region.
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Keywords
Table of contents (14 chapters)
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Front Matter
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Back Matter
Reviews
“How can a way of thinking and living, a disposition and an impulse driven by restlessness and instability, dialogue with a traditionally normalizing and disciplining field? How to articulate the Queer universe, its irreverence and disturbance, with the field of Education? The analysts and theorists who integrate this collection have taken on this challenge. And they went further. They understood that such dialogue could only effectively happen if it was rooted in local practices and conditions, in their own languages and histories, with their marks and their accents, their ways of expressing desire, of resisting and creating. It is queer in movement, in Ibero-America, with the particularities of Brazil or Colombia, Argentina or Costa Rica, with the colors, the pains and the marks of its people.”
—Guacira Lopes Louro, Professor of the Postgraduate Program in Education, Federal University of Rio Grande do Sul, Brazil
“Moira Pérez and Gracia Trujillo-Barbadillo offer a very timely and unique intervention in the geo-politics of queer/cuir/cuy(r) epistemological thinking in education. The authors across the volume highlight the importance of queer pedagogies as political interventions opposing the unevenness of knowledge production. Translation is itself a corporeal process, where Luso-Hispanic travesías are uneven. It is not (only) about the discussion of ‘importing’ a concept and its colonial tones, but particularly about the problematic division between theory and activism, global Norths and Souths, as well as the embodiment of queer thinking from a situated (Southern) location.”
—María Amelia Viteri, Associate Professor of Anthropology, Universidad San Francisco de Quito (USFQ), Ecuador
“Queer Epistemologies in Education: Luso-Hispanic Dialogues and Shared Horizons offers English-speaking readers an intellectually exhilarating collection of essays that demonstrates the ways scholars and activists are taking up and reworking queer, or cuir, in shifting regional and national contexts. In political and epistemic landscapes across Ibero-America, decolonial practices, liberatory pedagogies, and interventionist research meet regressive movements labelling such work “gender ideology.” These essays remind readers in the so-called Global North that there is much to learn from creative struggles in the Global South, where alliances of social actors create new knowledges and practices to open possibilities for dissident sexualities. Want to think about queer interventions in Law Schools? Cartogenealogy? The production of a queer glossary? This is the place.”
—Susan Talburt, Professor of Women’s, Gender, and Sexuality Studies, Georgia State University, USA
—Guacira Lopes Louro, Professor of the Postgraduate Program in Education, Federal University of Rio Grande do Sul, Brazil
“Moira Pérez and Gracia Trujillo-Barbadillo offer a very timely and unique intervention in the geo-politics of queer/cuir/cuy(r) epistemological thinking in education. The authors across the volume highlight the importance of queer pedagogies as political interventions opposing the unevenness of knowledge production. Translation is itself a corporeal process, where Luso-Hispanic travesías are uneven. It is not (only) about the discussion of ‘importing’ a concept and its colonial tones, but particularly about the problematic division between theory and activism, global Norths and Souths, as well as the embodiment of queer thinking from a situated (Southern) location.”
—María Amelia Viteri, Associate Professor of Anthropology, Universidad San Francisco de Quito (USFQ), Ecuador
“Queer Epistemologies in Education: Luso-Hispanic Dialogues and Shared Horizons offers English-speaking readers an intellectually exhilarating collection of essays that demonstrates the ways scholars and activists are taking up and reworking queer, or cuir, in shifting regional and national contexts. In political and epistemic landscapes across Ibero-America, decolonial practices, liberatory pedagogies, and interventionist research meet regressive movements labelling such work “gender ideology.” These essays remind readers in the so-called Global North that there is much to learn from creative struggles in the Global South, where alliances of social actors create new knowledges and practices to open possibilities for dissident sexualities. Want to think about queer interventions in Law Schools? Cartogenealogy? The production of a queer glossary? This is the place.”
—Susan Talburt, Professor of Women’s, Gender, and Sexuality Studies, Georgia State University, USA
Editors and Affiliations
About the editors
Moira Pérez is Professor of Philosophy at the University of Buenos Aires, Argentina, and Assistant Researcher at the National Council for Scientific Research (CONICET). At the convergence of Practical Philosophy and Queer Theory, her research focuses on the articulation between violence and identity, with particular interest in epistemic and institutional violence.
Gracia Trujillo-Barbadillo is Professor of Sociology in the Faculty of Education at the Complutense University of Madrid (UCM), Spain, and feminist and queer/cuir activist. Trujillo-Barbadillo has published on lgtbi and queer theories and political practices, queer epistemologies in education, sexual politics, memories, archives, and queer kinship and reproduction.
Bibliographic Information
Book Title: Queer Epistemologies in Education
Book Subtitle: Luso-Hispanic Dialogues and Shared Horizons
Editors: Moira Pérez, Gracia Trujillo-Barbadillo
Series Title: Queer Studies and Education
DOI: https://doi.org/10.1007/978-3-030-50305-5
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-50304-8Published: 04 December 2020
Softcover ISBN: 978-3-030-50307-9Published: 04 December 2021
eBook ISBN: 978-3-030-50305-5Published: 03 December 2020
Series ISSN: 2946-2274
Series E-ISSN: 2946-2282
Edition Number: 1
Number of Pages: XIII, 256
Number of Illustrations: 12 b/w illustrations
Topics: Gender and Education, Gender Studies, Queer Studies, International and Comparative Education, Education, general