Department of Educational Studies in Psychology, Research Methodology, and Counseling, The University of Alabama, Tuscaloosa, Alabama, USA.
J Homosex. 2022 Oct 15;69(12):2049-2065. doi: 10.1080/00918369.2021.1984789. Epub 2021 Oct 6.
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.
在教授一门中学性别研究课程时，高中教师“Eleanor”发现，尽管大多数学生认同酷儿身份并对打破性别和性取向的规范理解表示兴趣，但他们在课堂上的贡献往往使有问题的规范具体化。她实施了所谓的酷儿沉思教学法，旨在挑战学生更深入地思考性别和性取向。本论文基于民族志课堂观察和个人访谈，考察了 Eleanor 及学生们利用冥想和沉思写作来挑战一系列规范和个人假设的努力。这项研究罕见地将沉思实践与酷儿研究相结合，并提供了一种教学方法，促使青少年和教育者继续审视与性别和性取向相关的假设和社会建构。
