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‘After‐queer’: subjunctive pedagogies

机译:“之后”酷儿:虚拟教学法

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This article offers a reading of the 2006 film The History Boys, which depicts eight male working‐class grammar school students preparing for exams to enter Oxford and Cambridge and two teachers who prepare them. I read the film’s subjunctive mood, which gestures to possibility and an ‘otherwise’, as connected to an analytic of ‘after‐queer’ that complicates linear understandings of youth, sexuality, development, and education. I elaborate three intertwined themes: the boys’ multiple relations to school knowledge; the blurring of categories of youth and adult through circulations of sexuality; and the dislocation of desire from predictable categories of identity. I connect the unpredictability and creativity of identities and desires to the need to open the research imagination to a subjunctive methodology that dwells in complicated temporalities, uncertain knowledges, and disorder that underlies seeming orders.View full textDownload full textKeywordsafter‐queer, subjunctive, pedagogyRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09518390903447127
机译:本文提供了对2006年电影《历史男孩》的阅读,其中描述了八名在职男生语法学校的学生为进入牛津和剑桥的考试做准备,以及两名为他们做准备的老师。我读了电影的虚拟语气,它表示可能性和“否则”,与对“青春期后”的分析有关,该分析使对青年,性,发育和性的线性理解变得复杂。教育。我阐述了三个相互交织的主题:男孩与学校知识的多重关系;通过性传播使年轻人和成年人的类别模糊;以及欲望与可预测的身份类别的错位。我将身份和欲望的不可预测性和创造力与开放研究想象力的需求联系在一起,这种虚拟方法涵盖了复杂的时间性,不确定的知识和构成看似秩序的障碍。查看全文下载全文var addthis_config = {ui_cobrand:“泰勒和弗朗西斯在线”,servicescompact:“ citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,更多”,发布号:“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/0951839090344712​​7

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