Skip to main content
SpringerLink
Log in

Queer, Quare, and [Q]ulturally Sustaining

  • Chapter
  • First Online:
Critical Concepts in Queer Studies and Education

Part of the book series: Queer Studies and Education ((QSTED))

Abstract

Re-theorizations of culturally responsive pedagogies have shifted the paradigm away from deficit-based responses to difference and have worked toward the act of sustaining it. Gender and sexuality, however, are never taken up as central features in these more pluralistic pedagogies. Working toward theorizing a [q]ulturally sustaining pedagogy, this chapter is divided into three sections. First, the author surveys the historical and cultural tensions embedded within theorizing a “queer” pedagogy. The second section borrows from Johnson (Text Perform Q, 21(1):1–25, 2001) to operationalize “quare,” an approach to pedagogy that acknowledges the corporeal and materialized reality of youth of color. In the final section, the author centers the “q” from quare to (re)imagine what a [q]ulturally sustaining pedagogy would entail for lesbian, gay, bisexual, transgender, queer, and two-spirit youth of color.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 129.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Anzaldúa, G. (1987). Borderlands/la frontera: The new mestiza. San Francisco: Aunt Lute.

    Google Scholar 

  • Blackburn, M., & McCready, L. (2009). Voices of queer youth in urban schools: Possibilities and limitations. Theory Into Practice, 48, 222–230.

    Article  Google Scholar 

  • Britzman, D. (1995). Is there a queer pedagogy? Or, stop reading straight. Educational Theory, 45(2), 151–165.

    Article  Google Scholar 

  • Brockenbrough, E. (2014). Becoming queerly responsive: Culturally responsive pedagogy for black and latino urban queer youth. Urban Education, 51(2), 1–27.

    Google Scholar 

  • Butler, J. (1993). Bodies that matter: On the discursive limits of sex. New York: Routledge.

    Google Scholar 

  • Cohen, C. (1997). Punks, bulldaggers, and welfare queens: The radical potential of queer politics? GLQ: A Journal of Lesbian & Gay Studies, 3(4), 437–465.

    Article  Google Scholar 

  • Cruz, C. (2013). LGBTQ youth of color video making as radical curriculum: A brother mourning his brother and a theory in the flesh. Curriculum Inquiry, 43(4), 441–460.

    Article  Google Scholar 

  • Duggan, L. (2003). The twilight of equality?: Neoliberalism, cultural politics, and the attack on democracy. Boston: Beacon.

    Google Scholar 

  • Driskill, Q. L. (2011). Pedagogy. In Q. L. Driskill, D. H. Justice, D. Miranda, & L. Tatonetti (Eds.), Sovereign erotics: A collection of two-spirit literature (pp. 182–184). Tucson: University of Arizona Press.

    Google Scholar 

  • Goodson, I. F. (1998). Storying the self: Life politics and the study of the teacher’s life and work. In W. Pinar (Ed.), Curriculum: Toward new identities (pp. 3–20). New York: Garland.

    Google Scholar 

  • hooks, b. (1990). Yearning. Boston: South End Press.

    Google Scholar 

  • Johnson, E. P. (2001). “Quare” studies, or (almost) everything I know about queer studies I learned from my grandmother. Text and Performance Quarterly, 21(1), 1–25.

    Article  Google Scholar 

  • Luhmann, S. (1998). Queering/querying pedagogy? Or, pedagogy is a pretty queer thing. In W. Pinar (Ed.), Queer theory in education (pp. 120–132). New York: Routledge.

    Google Scholar 

  • Lorde, A. (1984). Sister outsider. Berkeley: Crossing Press.

    Google Scholar 

  • McCready, L. (2001). When fitting in isn’t an option, or why black queer males at a California high school stay away from project 10. In K. Kumashiro (Ed.), Troubling intersections of race and sexuality: Queer students of color and anti-oppressive education (pp. 37–54). Lanham: Rowman & Littlefield.

    Google Scholar 

  • Moraga, C., & Anzaldúa, G. (Eds.). (1981). This bridge called my back: Writings by radical women of color (pp. 35–40). Watertown: Persephone Press.

    Google Scholar 

  • Muñoz, J. (1999). Disidentifications: Queers of color and the performance of politics. Minneapolis: University of Minnesota Press.

    Google Scholar 

  • Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.

    Article  Google Scholar 

  • Reyes, Y. (2008). For colored boys who speak softly. In E. Xavier (Ed.), Mariposas: A modern anthology of queer latino poetry. Moorpark: Floricanto Press.

    Google Scholar 

  • Sedgwick, E. (1993). Tendencies. Durham: Duke University Press.

    Book  Google Scholar 

  • Sonnie, A. (Ed.). (2000). Revolutionary voices: A multicultural queer youth anthology. Los Angeles: Alyson Books.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Wayne State University, Detroit, MI, USA

    Jon M. Wargo

Authors
  1. Jon M. Wargo
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Women’s, Gender, and Sexuality Studies, The College of New Jersey, Ewing, New Jersey, USA

    Nelson M. Rodriguez

  2. Critical Policy, Equity, and Leadership Studies, The University of Western Ontario, London, Ontario, Canada

    Wayne J. Martino

  3. Critical Policy, Equity, and Leadership Studies, The University of Western Ontario, London, Ontario, Canada

    Jennifer C. Ingrey

  4. Department of Teaching and Curriculum, University of Rochester, Rochester, New York, USA

    Edward Brockenbrough

Copyright information

© 2016 The Author(s)

About this chapter

Cite this chapter

Wargo, J.M. (2016). Queer, Quare, and [Q]ulturally Sustaining. In: Rodriguez, N., Martino, W., Ingrey, J., Brockenbrough, E. (eds) Critical Concepts in Queer Studies and Education. Queer Studies and Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-55425-3_29

Download citation

  • DOI: https://doi.org/10.1057/978-1-137-55425-3_29

  • Published:

  • Publisher Name: Palgrave Macmillan, New York

  • Print ISBN: 978-1-137-55424-6

  • Online ISBN: 978-1-137-55425-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation