Accessing a Queer Pedagogy : Identity, Power Dynamics, and a Queerer Form of Teaching in Higher Education

Murphy, David (2024) Accessing a Queer Pedagogy : Identity, Power Dynamics, and a Queerer Form of Teaching in Higher Education. Postgraduate Pedagogies, 4 (1).

Text (Accessing a Queer Pedagogy: Identity, Power Dynamics, and a Queerer Form of Teaching in Higher Education)
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Abstract

In this reflective essay I will examine how my own practice developed through interacting with queer pedagogical literature and theory. Interactions with queer pedagogy not only allows me to investigate power dynamics within the classroom, but within this reflective essay I will also show how it has allowed me to counter heteronormative practices within academia, introduce queer ideas into the curriculum, and examine the role of identity within the classroom and my own teaching practice. This reflective essay will look at three different areas: my own queer identity as a Graduate Teaching Assistant (GTA), the role of queer pedagogy within my own teaching, and how my teaching has evolved in relation to this queerer form of pedagogy. This analysis will also show a level of dialogue between my own practice as a GTA and the literature surrounding queer pedagogy. I believe that it is through the examination of these three key areas that I will be able to examine how to access a queer pedagogy more generally, and how this has both led to a more effective form of teaching for me, and how this can be something that can be adopted by GTAs more generally.