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Decolonizing Queer Pedagogy

Decolonizing Queer Pedagogy On the Bias Affilia: Journal of Women and Social Work 28(4) 468-470 ª The Author(s) 2013 Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/0886109913505814 aff.sagepub.com Kristin Smith For two years now I have taught an undergraduate social work course called Queer Theories and Identities at Ryerson University in the city of Toronto, Canada. Teaching this class unsettles my nerves like none other. This is because students who take the course arrive with deep emotional investments in the topic and with very high expectations. Some come as members of Toronto’s richly diverse lesbian, gay, bisexual, transsexual, transgender, intersex, queer, questioning, 2- spirited, and allies (LGBTQQ2SA) communities, and they bring with them depressingly urgent needs to experience a course in which their lives are fully recognized. Also, all of the students who take this course come well versed in the anti-oppression mandate of our School of Social Work, and as a result, they seek ways to practice for social justice, fight for human rights, and improve social services so that others’ lives are made better. And who can deny the importance of such passionate commitments to social justice, improved recognition, and better services, especially for those who continue to be denied them? Yet, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Affilia: Journal of Women and Social Work SAGE

Decolonizing Queer Pedagogy

Smith, Kristin
Affilia: Journal of Women and Social Work , Volume 28 (4): 3 – Nov 1, 2013
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References (4)

Publisher
SAGE
Copyright
© The Author(s) 2013
ISSN
0886-1099
eISSN
1552-3020
DOI
10.1177/0886109913505814
Publisher site
See Article on Publisher Site

Abstract

On the Bias Affilia: Journal of Women and Social Work 28(4) 468-470 ª The Author(s) 2013 Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/0886109913505814 aff.sagepub.com Kristin Smith For two years now I have taught an undergraduate social work course called Queer Theories and Identities at Ryerson University in the city of Toronto, Canada. Teaching this class unsettles my nerves like none other. This is because students who take the course arrive with deep emotional investments in the topic and with very high expectations. Some come as members of Toronto’s richly diverse lesbian, gay, bisexual, transsexual, transgender, intersex, queer, questioning, 2- spirited, and allies (LGBTQQ2SA) communities, and they bring with them depressingly urgent needs to experience a course in which their lives are fully recognized. Also, all of the students who take this course come well versed in the anti-oppression mandate of our School of Social Work, and as a result, they seek ways to practice for social justice, fight for human rights, and improve social services so that others’ lives are made better. And who can deny the importance of such passionate commitments to social justice, improved recognition, and better services, especially for those who continue to be denied them? Yet,

Journal

Affilia: Journal of Women and Social Work – SAGE

Published: Nov 1, 2013

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