Gender-as-Lived: The Coloniality of Gender in Schools as a Queer Teacher Listens in to Complicated Moments of Resistance

In this paper, I use Gloria Anzaldúa's (1987) narrative method of "autohistoría" in concert with theoretical analysis to reflect on my experiences as a queer teacher in the heteronormative United States schooling system. These reflections are aimed at unpacking the ways in which racia...

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Bibliographic Details
Main Author: O'Loughlin, A. K. (Author)
Format: Electronic Article
Language:English
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Published: Rhodes University [2019]
In: The Indo-Pacific journal of phenomenology
Year: 2019, Volume: 19, Issue: 1, Pages: 43-51
Standardized Subjects / Keyword chains:B USA / Teacher / LGBT / School / Heterosexuality / Normativity / Pupil / Gender-specific role
IxTheo Classification:KBQ North America
ZB Sociology
ZD Psychology
ZF Education
Online Access: Volltext (doi)
Volltext (kostenfrei)

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520 |a In this paper, I use Gloria Anzaldúa's (1987) narrative method of "autohistoría" in concert with theoretical analysis to reflect on my experiences as a queer teacher in the heteronormative United States schooling system. These reflections are aimed at unpacking the ways in which racialization, sexual orientation and coloniality are inseparably tied to living out one's gender. It is this phenomenon of "Gender-as-Lived" that I urge become a focus of identity development research in education studies and is my central concern in this post-intentional phenomenological study. Furthermore, Anzaldúa's conceptualization of the liminal zone of "nepantla" as an embodied and in-between space of resistance offers to transform the practice of teaching into a vocation of healing. 
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