Department of Drama and Speech Communication, University of Waterloo, Waterloo, Ontario, Canada.
J Homosex. 2012;59(7):938-56. doi: 10.1080/00918369.2012.699832.
This article offers an analysis of the parallels between neo-liberalism, epistemology, and pedagogy, specifically related to how neoliberal ideologies narrow the possibilities for considering transgressive sexualities. Lesbian, gay, bisexual, transgender, and queer (LGBTQ) education encourages educators to consider queer lives and communities, and can do so in ways that leave intact or challenge dominant norms. Neoliberalism, an economic expression of liberalism, rests on ideologies that support privatization and a diminished notion of the public good. These ideologies can become intertwined with epistemological expectations in the classroom. Related to queer theory and pedagogy, neoliberalism can profoundly narrow the possibilities for queer subjecthood. Epistemological neoliberalism, or structures of knowing that endorse an often falsely rendered normality, can be active in the classroom. This article explores two comments students offered in courses on gender and communication to explore the ways in which neoliberal ideologies bear on epistemological and pedagogical practices in ways that profoundly narrow conceptions of the social and constitutions of the subject, particularly related to transgressive sexualities and queer lives.
本文分析了新自由主义、认识论和教育学之间的相似之处，特别是与新自由主义意识形态如何限制对越轨性行为的思考可能性有关。同性恋、双性恋、跨性别和酷儿（LGBTQ）教育鼓励教育者考虑酷儿的生活和社区，并且可以以不破坏或挑战主流规范的方式做到这一点。新自由主义是自由主义的一种经济表现形式，它建立在支持私有化和公共利益观念减弱的意识形态基础上。这些意识形态可以与课堂上的认识论期望交织在一起。与酷儿理论和教育学相关的是，新自由主义可以极大地限制酷儿主体的可能性。认识论新自由主义，或支持经常被错误呈现的常态的知识结构，可以在课堂上活跃。本文探讨了学生在性别和沟通课程中提供的两条评论，以探讨新自由主义意识形态在认识论和教育学实践中的作用方式，这些方式极大地限制了对社会和主体构成的概念，特别是与越轨性行为和酷儿生活有关。
