Abstract
Legislation regulating learning content and approaches seek to limit exposure to and consideration of non-cis-heteronormative ways of being and knowing (Sawchuk, 2022). Denial of access to a more difference-affirming curricula reinforces hegemonic cultural norms (Chen & Lawless, 2018). Research on the college experiences of LGBTQIA2+ identifying individuals indicates a generally chilly campus climate, recognizing that “colleges and universities have historically been shaped by and for cisgender, straight individuals” (Pryor, 2017, p. 36). Educators can play a key role in reshaping this reality by co-constructing affirming environments where learners can generatively engage with difference and grow their capacities for cultural responsiveness in a multidimensional world of diverse human experiences. This article describes an online, asynchronous program grounded in principles of queer communication pedagogy, that the authors designed as a supportive space to learn, share information, and take action in order to create LGBTQIA2+ affirming learning experiences.
Recommended Citation
Bonnet, Jennifer L.; Herakova, Liliana; and Karim, Tausif
(2023)
"Queering/Querying Educational Spaces: The LGBTQIA2+ Learning and Affirming Challenge,"
Feminist Pedagogy: Vol. 3:
Iss.
4, Article 10.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol3/iss4/10
Included in
Gender and Sexuality Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, Library and Information Science Commons