Whose Better? (Re)Orientating a Queer Ecopedagogy (Again)

Russell, Joshua

doi:10.1007/978-3-030-65368-2_4

Cited by 1 publication

(2 citation statements)

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“…Consequently, pedagogy has been interpreted as a dis/orientating endeavor (Russell, 2013). A queer orientation to learning engages primarily with how we can sense and feel disorientation, and thus become oriented toward other objects and spaces than those set out by mainstream lines of education.…”

Section: Pedagogy As a Dis/orientation Devicementioning

confidence: 99%

“…Illustrations of Ahmed’s queer (phenomenological) work are not limited to the above, telling example. It has also been tried out elsewhere, between ecopedagogy (Russell, 2013) and public pedagogy (Crowley and Rasmussen, 2010), between spatial design education (Vallerand, 2018) and organizing safer, non-capitalist spaces (Vitry, 2021). “If orientation is a matter of how we reside in space,” as Ahmed (2006: 1) notes, “then sexual orientation might also be a matter of residence; of how we inhabit spaces as well as ‘who’ or ‘what’ we inhabit spaces with.”…”

Section: Pedagogy As a Dis/orientation Devicementioning

confidence: 99%

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“If a (queer) revolt is to come”: Toward a sensuous pedagogy for dis/orienting management learning

Steyaert

2022

Management Learning

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This article embarks on a hopeful exploration of queer phenomenology in order to reorient management learning toward the senses, the body, and the spaces of learning and teaching we inhabit during education. Starting from Michel Serres’ long-standing provocation that “If a revolt is to come, it will have to come from the five senses,” I ask whether and how we might reissue his timely call amid today’s understandings of sensuous and embodied learning as the “conditions of arrival” have changed considerably since its first articulation. Therefore, I propose to queer such a sensorial revolt by turning to Ahmed’s queer phenomenology as her understanding of dis/orientation as “the sixth sense” enables us to sensuously reorient management learning. To concretize and illustrate sensuous learning through dis/orientation, I draw on Fabian Ramos and Laura Roberts “pedagogy of wonder,” which forms part of their decolonial feminist educational work. In the epilogue, I introduce a new angle by revisiting Matthew Lopez’s play The Inheritance and suggest that my queer attempt to refuse the inheritance of heteronormative learning and education also enables generations of diverse people to learn, in sensuous ways, from each other and from each other’s otherness.

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Section: Pedagogy As a Dis/orientation Devicementioning

confidence: 99%