Technology and Queer Education: Subversions and Educational Resistances
Jordi Planella-Ribera,
Asun Pié-Balaguer and
Eva Patricia Gil-RodrÃguez
Indian Journal of Gender Studies, 2020, vol. 27, issue 2, 226-241
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; technoscience (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations:
Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/0971521520910965 (text/html)
Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
HTML/Text
Persistent link: https://EconPapers.repec.org/RePEc:sae:indgen:v:27:y:2020:i:2:p:226-241
DOI: 10.1177/0971521520910965
Access Statistics for this article
More articles in Indian Journal of Gender Studies from Centre for Women's Development Studies
Bibliographic data for series maintained by SAGE Publications ().