Queer Pedagogy

• Queer pedagogy "was introduced as one of the tools for change. This approach turns things

upside down, and does not examine the deviant, but the norm which creates the normal vs.

the abnormal. Queer pedagogy was a new approach for most of the participants, and the

discussions thus focused on understanding different pedagogical strategies which are used

in education, in order to understand how queer pedagogy differs from the more common

approaches, such as Tolerance Pedagogy. This strategy has the norm or the majority as its

starting point and examines this group’s prejudice with the aim of reducing discrimination.

However, tolerance pedagogy does not attack power relations it rather reinforce them.

Queer pedagogy on the other hand aims at attacking the power relations, and thereby

changing the structures, which creates discrimination"

Source: European Youth Center Budapest
Beyond Norms- On Equality In Higher Education http://eycb.coe.int/eycbwwwroot/eng/documents/STreports/2008/ANSO%20report%20FINAL%202804%20D.pdf

Some ways to Queer the classroom:

I've already mentioned some ways to make the classroom less heteronormative and more inclusive of sexualities, sexes, and genders that are not the "norm". Part of this included not assuming a student is straight, changing the curriculum or material presented so that it is neutral or  includes te presence of LGBTQI individuals. Other examples are:

• including lives of LGBTI individuals in course material, not just focus on "straight" individuals 
• discussing alternative histories of individuals who are not white and straight. Starting to recognize and congratulate queer individuals for their work and contributions. 
• pushing for discussions on sexuality and non-heterosexuality. This may make student uncomfortable, but important to question why it makes individuals uncomfortable in the first place. I took a women studies class with Professor Hafez, and we were exposed to sexualities  sexes, genders, from all over the world. And she challenged us to really understand, and not dismiss, why we were feeling uncomfortable about the material.  She encouraged us to try to trace our feelings back to anything whether a systemic issue, socialization, experience, etc. Helpful to see the root of our actions. 
• For queer identified staff, faculty, and professors to discuss their own sexual identity. This one is a bit controversial because this is kind of seen as breeching the line of professionalism. However, if we want to move beyond heteronormativity, we have to ask why its un-professional for a queer identifies UCR community member to disclose information on their partner, but it isn't unprofessional when a TA or staff talks about there kids, husband, or wife? 

Sources: 

 Mary Queen, Kathleen Farrell, and Nisha Gupta. Interrupting Heteronormativity: lesbian, gay, bisexual, and transgender pedagogy and responsible teaching at Syracuse University. Syracuse, N.Y. : Graduate School of Syracuse University, c2005.