Queer cultural capital: implications for education

Pennell, Summer Melody

doi:10.1080/13613324.2015.1013462

Cited by 29 publications

(20 citation statements)

References 21 publications

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“…However, despite the usefulness of queer pedagogy to interrogate racism broadly, it is still important to study queer people of color using a queer pedagogical lens, as this group faces multiple forms of marginalization. Scholars engaging in this work include Brockenbrough (2015), McCready (2004, Pennell (2016a), and Wargo (2016). Brockenbrough's (2016) work drew on Ferguson's (2004) analysis of Black queer subjects to analyze the unique experiences of Black queers (outside of educational contexts), especially as they deviate from the queer white mainstream.…”

Section: Considering Race Within Queer Pedagogy Scholarshipmentioning

confidence: 99%

“…Two additional ways to view queer people of color's experiences in education are utilizing a multidimensional framework (McCready, 2004) and a queer cultural capital (Pennell, 2016a) lens. As McCready (2004 found when interviewing, "gay and gender nonconforming Black male students.…”

Section: Considering Race Within Queer Pedagogy Scholarshipmentioning

confidence: 99%

“…Additionally, educators can continue to queer expectations for Black masculinity from all students, queer or otherwise. Pennell's (2016a) queer cultural capital framework also offers an expansive way to view queer experiences, particularly queer people of color. Drawing from Yosso's (2005) work on cultural capital in communities of color, queer cultural capital has the same dimensionsnavigational, familial, linguistic, aspirational, and resistantand offers an additional dimension: transgressive (Pennell, 2016a).…”

Section: Considering Race Within Queer Pedagogy Scholarshipmentioning

confidence: 99%

“…Pennell's (2016a) queer cultural capital framework also offers an expansive way to view queer experiences, particularly queer people of color. Drawing from Yosso's (2005) work on cultural capital in communities of color, queer cultural capital has the same dimensionsnavigational, familial, linguistic, aspirational, and resistantand offers an additional dimension: transgressive (Pennell, 2016a). This model allows educators and researchers to view intersectional queer communities from a place of strength: a strength that comes because of, not in spite of, their queer identities.…”

Section: Considering Race Within Queer Pedagogy Scholarshipmentioning

confidence: 99%

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Queer Theory/Pedagogy and Social Justice Education

Pennell

2020

Handbook on Promoting Social Justice in Education

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Queer theory and pedagogy can inform social justice education in ways that have teachers and researchers question how their teaching practices and philosophies reinforce social norms such as heteronormativity. Queer theory is post-structuralist, and while it is most often used to analyze queer subjects, it can be used to analyze the social and institutional norms in any subject. Queer pedagogy, stemming from queer theory's call to deconstruct heteronormativity and other boundaries, works to expand the way we look at educational practices and research. Through it, one can examine the norms, boundaries, and limitations of not only curriculum and teaching practices but also schooling and learning as concepts. This chapter first offers a brief history of queer theory and then gives background information on queer pedagogy's origins and recent definitions and manifestations. Then, frameworks for using queer pedagogy specifically with

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Section: Considering Race Within Queer Pedagogy Scholarshipmentioning

confidence: 99%

Section: Considering Race Within Queer Pedagogy Scholarshipmentioning

confidence: 99%

Section: Considering Race Within Queer Pedagogy Scholarshipmentioning

confidence: 99%

Section: Considering Race Within Queer Pedagogy Scholarshipmentioning

confidence: 99%

See 2 more Smart Citations

Queer Theory/Pedagogy and Social Justice Education

Pennell

2020

Handbook on Promoting Social Justice in Education

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“…This collective stance against the use of binary representations of sex and gender on the t-shirt suggests that some activists have access to and are able to mobilise a kind of queer cultural capital. Pennell (2016) conceptualises the ability to aspire to equal marriage rights in the face of structural impediments, and the ability to resist institutional inequality as aspects of ‘queer cultural capital’ (Pennell, 2016: 325). In the context of LGBT activism in Japan, it is possible to see a similar kind of queer cultural capital at work.…”

Section: ‘Queer’ Cultural Capital and A Politics Of The Necessarymentioning

confidence: 99%

Stepping-up: ‘Urban’ and ‘queer’ cultural capital in LGBT and queer communities in Kansai, Japan

Wallace

2019

Sexualities

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This article argues that the Bourdieusian concepts of field, habitus and cultural capital open up theoretical space in which to analyse the hierarchical nature of LGBT and queer communities living in the Kansai region of Japan. Drawing upon data collected during ethnographic fieldwork, this article will show how ‘urban’ and ‘queer’ forms of LGBT-activist practice acted as a kind of cultural capital (in the form of symbolic capital) within the groups studied. The possession of and ability to engage in specific ways with these cultural capitals determined the respondents’ positions in the field. However, access is not universal, and is determined by context. Furthermore, the processes involved in a renegotiation of an individual’s position in the field can bring multiple habitus into contact, resulting not only in instances of successful transfer, but also tension and rupture. This article provides an original and timely contribution to sexuality and gender studies of Japan, by adding a detailed analysis of the ways in which cultural capital plays out in the field using ethnographic data.

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How Teachers Can Reduce Bullying of Sexual and Gender Diverse Students

Theodore

Stoker

2020

Violence Against LGBTQ+ Persons

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Bullying of sexual and gender diverse youth (SGDY) in our school systems occurs at alarming rates and is associated with mental health and academic concerns including depression, anxiety, suicidality, lower perceived safety and community at school, increased truancy, and poorer grades. Given the prevalence and negative impact of bullying on SGDY, educators must play an important role in preventing bullying and intervening effectively upon witnessing bullying. This chapter will highlight many effective strategies teachers can adopt to help prevent and respond effectively to bullying of SGDY. Methods for creating classroom environments that are safe and affirming of sexual and gender diversity, such as reducing heterosexist and cisgender bias, fostering prosocial and collaborative learning environments, facilitating school connectedness through group-based and service-learning activities supportive of LGBTQ persons, and adopting teaching materials (e.g., textbooks, lessons,

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Queer cultural capital: implications for education

Cited by 29 publications

References 21 publications

Queer Theory/Pedagogy and Social Justice Education

Queer Theory/Pedagogy and Social Justice Education

Stepping-up: ‘Urban’ and ‘queer’ cultural capital in LGBT and queer communities in Kansai, Japan

How Teachers Can Reduce Bullying of Sexual and Gender Diverse Students

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