Queer pedagogies: insights for the international studies classroom from an international perspective

Abstract

Most pedagogical interventions default to heteronormative and cisnormative assumptions, marginalizing queer and trans perspectives, literatures, and experiences. This chapter considers both the political risk as well as transformative potential of “queer pedagogy.” Central to debates about how to teach lesbian, gay, bisexual, transgender and queer (LGBTQ) topics in the international studies classroom are definitional questions related to what issues are “LGBTQ,” and how to adopt an inclusive pedagogical approach. This chapter explores the politics of queer pedagogy, the queer politics of studying sexuality in the international studies classroom, and how engaging in a queer pedagogy in teaching IR relates to the push for queer inclusion on campuses. Finally, the chapter reflects on the backlash faced by those doing this work in higher education today.<br/