Abstract

This article examines a central pedagogical dilemma within queer studies: with an increase in public attention to LGBT concerns (and an investment in the categories that comprise the LGBT rubric), how might we prioritize the complexities of queerness within a social context that tends to privilege discrete designations for identity?

Journal
Pedagogy
Published
2015-04-01
DOI
10.1215/15314200-2845049
CompPile
Open Access
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