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Personal narratives are powerful tools that can be used to introduce competing mindsets into the academic discourse. They are especially powerful if they challenge a master narrative that seeks to portray the weak or powerless, such as Chicanos, in negative images or social contexts. This paper uses personal narrative to examine how Chicanos perceived the 1970s as a period of change in academe, one that would increase their presence and voice. The personal narrative also examines how academe is structured and organized to constrain the Chicano’s search for presence and voice. 相似文献
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《Journal of Web Librarianship》2013,7(4):309-331
Perhaps the greatest power of folksonomies, especially when set against controlled vocabularies like the Library of Congress Subject Headings, lies in their capacity to empower user communities to name their own resources in their own terms. This article analyzes the potential and limitations of both folksonomies and controlled vocabularies for transgender materials by analyzing the subject headings in WorldCat records and the user-generated tags in LibraryThing for books with transgender themes. A close examination of the subject headings and tags for twenty books on transgender topics reveals a disconnect between the language used by people who own these books and the terms authorized by the Library of Congress and assigned by catalogers to describe and organize transgender-themed books. The terms most commonly assigned by users are far less common or non-existent in WorldCat. The folksonomies also provide spaces for a multiplicity of representations, including a range of gender expressions, whereas these entities are often absent from Library of Congress Subject Headings and WorldCat. While folksonomies are democratic and respond quickly to shifts and expansions of categories, they lack control and may inhibit findability of resources. Neither tags nor subject headings are perfect systems by themselves, but they may complement each other well in library catalogs. Bringing users’ voices into catalogs through the addition of tags might greatly enhance organization, representation, and retrieval of transgender-themed materials. 相似文献
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王润斌 《山西师大体育学院学报》2009,24(4):8-11
简·科德威尔主编的《体育、性与酷儿理论》是学术界从同性恋亚文化角度研究体育活动的开山之作。酷儿理论在研究中的解释力、同性恋者的体育实践、酷儿化身体在体育中的身份认同是该研究开启的主要论域。开放的酷儿理论视角、独立的异性恋批判精神、实用的民族志研究方法构成了该研究的主要价值,也为体育与同性恋、体育与性别研究提供了崭新的学术范式与广阔的探讨空间。 相似文献
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Jimmie Manning Godfried Asante Lydia Huerta Moreno Rebecca Johnson Benny LeMaster Yachao Li 《Journal of Applied Communication Research》2020,48(4):413-437
ABSTRACT Genders and sexualities continue to remain underexplored in the field of communication studies and the academy in general. This essay examines possibilities for incorporating queer perspectives into communication studies. At the invitation of the Journal of Applied Communication Research editor, 9 communication scholars who use queer theory or queer perspectives in their own work responded to a series of questions addressing how queer theory and perspectives can be used in the discipline, both by those who are new to queer theorizing and those who are looking to expand their knowledge and practices. The answers to these questions provide an understanding of what queer theory is and its relationship with LGBT studies; allow practical considerations for incorporating queer perspectives into communication scholarship in multiple methodological areas; offer considerations for welcoming queer voices in the classroom, the communication discipline, and the larger academy; and indicate several scholarly resources for those who want to learn more about queer theory and LGBT studies. 相似文献
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Helen Hok‐Sze Leung 《Inter-Asia Cultural Studies》2013,14(4):559-571
Abstract This article argues for the revitalization of a productive tension between ‘queer’ and ‘theory’ and underscores its necessity for a study of ‘local queer theory.’ While there is an apparent lack of academic queer theory in Hong Kong, there are numerous examples of writings that advance theoretical positions, albeit in unfamiliar guises. The article analyzes three examples of queer writings by Hong Kong authors, penned between 1984 and 2000. Focusing on the texts’ archival effect and affective expression, the analysis demonstrates that these writings form an archive of queer feelings. As a repository of the discomfort and anxiety that are constitutive of queer lives, these writings can offer fruitful interventions into current theoretical debates. The article concludes with a call for more creative and irreverent – in short, queerer – ways of localizing the global phenomenon of queer theory. 相似文献
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James Burford 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):473-484
This article proposes that a queer reading of failure might offer opportunities to re-think the affective-political practice of doctoral writing. It examines data from one case in Aotearoa New Zealand to illustrate how a doctoral student negotiates ‘failure’ in relation to their writing practice and identity. While higher education researchers have tended to interpret failure as something to avoid, or learn from in the pursuit of normative success, queer research offers us new pathways into analysis. In this article, I argue that we can recognize ‘writing failures’ as possible modes of being and becoming doctoral. Despite being frequently associated with affective practices of guilt, shame, and disappointment, failure might also open onto alternative feelings such as relief, joy, and satisfaction. Ultimately, the article contends that queer concepts might assist higher education researchers to interrogate normative framings of failure, and to glimpse alternative possibilities for understanding ‘success’. 相似文献
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Jennifer Earles 《Gender and education》2017,29(3):369-388
Children's literature helps young people make sense of gender. However, while books offer children the imaginative ability to create their own worlds, normative gender can manifest in characters and stories. The study described in this article draws upon ‘disruptive’ storytimes with 114 preschool children, interviews with 20 parents and staff, and observations at 20 preschools. Employing a feminist, queer approach, I develop two derivative books that switch a boy-hero for a girl and vice versa. These books are read to children in educational settings. This method interrogates gendered characters and stories’ attachments to such concepts as love, acceptance, bodily agency, and adventure. Results show how children interact with these characters and stories and how they use categorisation and narrative construction to make sense of gender. I focus on the gender discourses at play and moments of childhood discursive agency. Themes include literature, doing and being, positioning, bodies, and feminist tales. 相似文献
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AbstractThis paper explores LGBTIQ+ students’ experiences of knowing, performing and holding queerness in a tertiary educational environment. Through interviews conducted with LGBTIQ+ students at a large Australian metropolitan university, we examine the students’ engagement with other LGBTIQ+ students in the tertiary educational space. Although originally intending to explore LGBTIQ+ students’ experience of violence, harassment and abuse on campus, the study identified a number of themes concerning the normalisation of a set of beliefs, practices, presentations and performances. Drawing on frameworks of hetero/homo and trans-normativity, we explore how LGBTIQ+ students articulated concerns in knowing, performing and holding ‘authentic’ queerness. We find LGBTIQ students experienced barred access to knowledge, hostility and dismissal by other LGBTIQ+ students when they were either perceived as too queer, or not queer enough. Behind these interactions and at the heart of these tensions is the notion of an authentic queer identity in a post-gay era and the continuous challenges all LGBTIQ+ students face within a heteronormative society. New insights into how LGBTIQ+ students negotiate, manage and shape their interactions in a higher educational settings are provided, and the implications for tertiary educational institutions, in particular the need to support a diverse LGBTIQ+ community, are discussed. 相似文献
30.
James Burford 《International journal of qualitative studies in education》2018,31(6):487-503
This article attends to the affective-political dimensions of doctoral aspiration. It considers why doctoral students continue to hope for an ‘academic good life’ in spite of the depressed and precarious features of the academic present. The article emerges from 2013 research with ten doctoral students in the Arts and Social Sciences, at a research-intensive university in Aotearoa New Zealand, and accomplishes two primary objectives. Firstly, it contributes to scholarship that considers how visual methodologies might inform accounts of contemporary doctoral education. And secondly, it extends queer theorizing of affect in higher education studies, with the goal of understanding how doctoral aspiration might be reimagined through an engagement with Lauren Berlant’s ‘Cruel Optimism’ (2011). I propose that Berlant’s analytic framework helps to explain why students retain attachments to even problematic objects, like PhDs. I conclude the article by tarrying with the question of what to do about doctoral aspiration now. 相似文献