Queer Contemplative Pedagogy: Challenging Gender and Sexuality Norms Through Contemplation
Journal of Homosexuality October 6, 2021 Peer reviewed DOI: 10.1080/00918369.2021.1984789 via Semantic Scholar
Summary
A high school teacher implemented a Queer Contemplative Pedagogy in a gender studies course to help students think more deeply about genders and sexualities. Despite most students identifying as queer and wanting to challenge norms, their classroom discussions often reinforced problematic stereotypes. Through meditation and contemplative writing, the teacher aimed to disrupt personal assumptions and societal constructions. Based on ethnographic observations and interviews, the study shows how contemplative practice can be paired with queer research to encourage ongoing examination of norms.
Study at a glance
| Design | qualitative study |
|---|---|
| Population | high school students in a gender studies course |
| Key finding | Pairing contemplative practice with queer pedagogy can help students examine and challenge their assumptions about genders and sexualities. |
Abstract
ABSTRACT While teaching a secondary gender studies course, high school teacher “Eleanor” found that though most students identified as queer and expressed interest in disrupting normative understandings of genders and sexualities, their classroom contributions often reified problematic norms. She implemented what she termed a Queer Contemplative Pedagogy to challenge students to think more contemplatively about genders and sexualities. Based on ethnographic classroom observations and individual interviews, this paper examines Eleanor’s and the students’ efforts to use meditation and contemplative writing to challenge a range of norms and personal assumptions. This study offers a rare pairing of contemplative practice with queer research and provides an instructional approach that pushes youth and educators to continue to examine assumptions and societal constructions related to genders and sexualities.