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Book part
Publication date: 11 April 2017

Nick Rumens

Critical management studies (CMS) has been criticised on a number of fronts, not the least of them being its poor track record of reflecting and challenging its internal…

Abstract

Critical management studies (CMS) has been criticised on a number of fronts, not the least of them being its poor track record of reflecting and challenging its internal mechanisms of hierarchy and exclusion. Acknowledging these issues, this chapter explores the role queer theory can play in developing a queer friendship with CMS, whereby CMS might be able to reflect on its normalising tendencies. This chapter does not claim that queer theory is a silver bullet which can deliver itself or otherwise work miracles for solving the complex problems that beset CMS. Rather, it seeks to fan the queer embers that already exist within CMS to spark queerer futures. Part of this endeavour involves bringing CMS and queer theory closer together, but not so close that the two become comfortable companions. As this chapter suggests, a queer friendship will involve antagonisms and tensions between queer and CMS help each other to refute the normative at every turn and gesture towards something more: queerness. Pursuing this project, this chapter provides a brief review of queer theory before outlining current queer stirrings within CMS. The remainder of the chapter focuses on what we might hope to happen from CMS and queer theory being yoked together in a queer friendship, such as bringing queers to the fore in business schools, queering management conferences and embracing forms of queer negativity that condition more radical conceptions of the future.

Details

Feminists and Queer Theorists Debate the Future of Critical Management Studies
Type: Book
ISBN: 978-1-78635-498-3

Keywords

Book part
Publication date: 17 December 2016

Justine Egner

The purpose of this paper is to draw attention to the work of sociologists who laid the foundation for queer and crip approaches to disability and to address how queer and crip…

Abstract

Purpose

The purpose of this paper is to draw attention to the work of sociologists who laid the foundation for queer and crip approaches to disability and to address how queer and crip theory has and can help to re-conceptualize our understandings of health, illness, disability, and sexuality.

Methodology/approach

This paper is an examination of historical moments and prominent literature within medical sociology and sociology of disability. Sociological and popular understandings of disability and sexuality have often mirrored each other historically. Although this literature review focuses primarily on medical sociology and disability studies literature, some works of scholars specializing in gender studies, sexuality, literature, history, and queer studies are also included

Findings

In this paper, I argue that the medicalization and pathologization of human differences specifically as it pertains to sexuality and disability within the medical sociological literature have led to constructionist, social model, and feminist critiques. It is these critiques that then laid the foundation for the development of queer and crip theoretical approaches to both disability and sexuality.

Originality/value

Crip and queer approaches to disability provide a clear call for future sociological research. Few social science scholars have applied queer and crip approaches in empirical studies on disability. The majority of work in this area is located in the humanities and concerned with literary criticism. A broader array of empirical work on the intersection of sexuality and disability from queer/crip perspectives is needed both to refine these postmodern theoretical models and to examine their implications for the complex lived experience that lies at the intersection of sexuality and disability. In queering disability and cripping sexuality and gender, we may be able not only to more fully conceptualize disability, sexuality, and gender as individual social categories, but also to more fully understand the complex intersection of these social locations.

Details

Sociology Looking at Disability: What Did We Know and When Did We Know it
Type: Book
ISBN: 978-1-78635-478-5

Keywords

Book part
Publication date: 26 September 2013

Vicky Gunn and Chris McAllister

Queer theory is a form of critical analysis that aims to destabilize hegemonic discourses around sex, sexuality and gender, particularly in relation to the lesbian, gay, bisexual…

Abstract

Queer theory is a form of critical analysis that aims to destabilize hegemonic discourses around sex, sexuality and gender, particularly in relation to the lesbian, gay, bisexual and transgender (LGBT) communities. This discursive chapter focuses on how queer theory, when transformed into method, or queering, provides a more embodied and holistic understanding of student learning in higher education. It notes that, whilst queering has become an applied method in some areas of higher education research, it has yet to address the phenomena behind university students’ sexual orientation and a more general orientation towards or away from study and learning. Core to such a method is: a four-dimensional paradigm for understanding the power of dominant discourses related to the body and orientations to learning – performance, performativity, materiality, and incorporeality; explorations of orientations towards or away from learning in which sexually influenced pleasure/shame amplifies those orientations; and longitudinal narrative enquiry.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78190-682-8

Book part
Publication date: 23 April 2013

Joe Macdonald

Trans theory (also known as transgender studies) is a rapidly expanding interdisciplinary field in which activism, scholarship and lived experience are coalescing around questions…

Abstract

Trans theory (also known as transgender studies) is a rapidly expanding interdisciplinary field in which activism, scholarship and lived experience are coalescing around questions of embodiment, personhood, and intersections of race/ethnicity/class/ability/gender/sexuality. Trans-themed research, whether explicitly located in trans theory or not, is a growing area of academic exploration. As a trans researcher and trans person, I am interested in two questions: how does autoethnography fit within trans and queer theory, and how can people who do not live in trans communities undertake ethical trans-related research? A symbolic interactionist perspective informs my understanding of trans theory and the social construction of identity and embodiment. I explore my own femme transmasculinity through autoethnography, and also consider my experience interviewing other trans people as part of researching masculinity. I suggest that researchers who are not trans (who are cisgendered, meaning they identify with the sex/gender they were assigned at birth) must accept that trans people have what Talia Bettcher (2009a, 2009b) terms First Person Authority over their embodiment, experience, and narratives. Having established this, I examine self-identification and intersubjective recognition in relation to my own experience of femme transmasculinity, asking what is femme incoherence and how does this relate to queer and trans theory/politics?

Details

40th Anniversary of Studies in Symbolic Interaction
Type: Book
ISBN: 978-1-78190-783-2

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Book part
Publication date: 17 December 2016

Aviva Bower

This chapter explores queer theory as a “thought of a method” in educational ethnography by sharing stories of two third grade boys and situating them in a discussion of…

Abstract

This chapter explores queer theory as a “thought of a method” in educational ethnography by sharing stories of two third grade boys and situating them in a discussion of Britzman’s ideas about reading and Butler’s notion of fantasy. The stories are presented as a possible queer educational ethnography, in which the ethnographer writes the fantastic narrative of the boys as they read creatively to reveal and unsettle gender and reading as sites of constraint to which other constraints adhere. The boys’ reading itself is a queer reading of these constraints and as such makes alterity visible and possible. The study and the methodological framework suggest that educational ethnographers and other adults who work in schools should become attuned to the markers of constraint and alterity, so as to recognize, shelter, and maintain the alterity that children make possible. The chapter asserts children must be allowed to read for alterity, and shows how fantastic narratives that emerge from such readings are limited by the hushing of individuals who disallow alterity in classrooms. Ultimately, this chapter is relevant to ethnographers of education in that it suggests that queer theory not only is necessary to narrate and thus shelter the ways that gender can and should be unsettled in classrooms, but also allows us to narrate and shelter other queer urgencies related to fear, violence, and vulnerability that children experience or share in classrooms. Implications for the current climate of school reform based on standardization of curriculum are also discussed.

Details

New Directions in Educational Ethnography
Type: Book
ISBN: 978-1-78441-623-2

Keywords

Book part
Publication date: 11 April 2017

Louise Wallenberg and Torkild Thanem

In this short piece we take issue with the current separatist tendencies that are being expressed in certain parts of the queer community. We illustrate how this compares with…

Abstract

In this short piece we take issue with the current separatist tendencies that are being expressed in certain parts of the queer community. We illustrate how this compares with central ideas in proto-queer thought and queer theory, and how it risks undermining the possibility of a queer dialogue and queer politics.

Details

Feminists and Queer Theorists Debate the Future of Critical Management Studies
Type: Book
ISBN: 978-1-78635-498-3

Keywords

Book part
Publication date: 27 July 2018

Timothy Rutzou

The relationship between ontology, realism, and normativity is complex and contentious. While naturalist and realist stances have tended to ground questions of normativity in…

Abstract

The relationship between ontology, realism, and normativity is complex and contentious. While naturalist and realist stances have tended to ground questions of normativity in ontology and accounts of human nature, critical theories have been critical of the relationship between ontological and normative projects. Queer theory in particular has been critical of ontological endeavors. Exploring the problem of normativity and ontology, this paper will make the case that the critical realist ontology of open systems and complex, contingent, conjunctural causation deeply resonates with queer theory, generating a queer ontology that both allows for and undermines ontological and normative projects.

Details

Critical Realism, History, and Philosophy in the Social Sciences
Type: Book
ISBN: 978-1-78756-604-0

Keywords

Book part
Publication date: 11 April 2017

Sine Nørholm Just, Sara Louise Muhr and Thomas Burø

Queer scholars and activists share a central predicament with critical management studies: how to avoid the dangers of self-defeat. That is, how can one make a critical difference…

Abstract

Queer scholars and activists share a central predicament with critical management studies: how to avoid the dangers of self-defeat. That is, how can one make a critical difference without becoming embroiled with or turning into the powers that be? This chapter offers suggestions for how to remain critical and queer by first introducing the notion of queer posing then exploring its conditions of possibility in terms of performativity and affectivity, respectively.

Here, we encounter another seeming impasse between the epistemological voluntarism of which studies in the performative vein are sometimes accused and the charge of ontological determinism that is often levelled against affect theory. Turning from vain dichotomies to productive tensions, we propose that potential for critical performativity is inherent to affective organizing of materiality as events in relation to which action becomes possible. The concept of plasticity, we suggest, enables investigations of the simultaneously formed and formative character of being and, further, the explosive potential of critique – the shaping of corporeal events is not only confining, but also holds potential for blowing up existing configurations.

On this basis, we sketch three plastic relations of affectivity and performativity, three modes of organizing material assemblages as actionable events: invitation, intervention, and celebration. We illustrate the performative power and critical potential of these three modes of affective organizing by indicating how they give form to, are formed by, and become explosive to Sabaah, a Danish activist network and community for LGBT people with minority ethnic background.

Details

Feminists and Queer Theorists Debate the Future of Critical Management Studies
Type: Book
ISBN: 978-1-78635-498-3

Keywords

Book part
Publication date: 3 November 2017

Autumn M. Dodge

The goal of this chapter is to address the importance of helping teachers develop an understanding of LGBTQ+ issues and ways to create inclusive classrooms for LGBTQ+ students…

Abstract

The goal of this chapter is to address the importance of helping teachers develop an understanding of LGBTQ+ issues and ways to create inclusive classrooms for LGBTQ+ students with particular attention to how LGBTQ+ identities/experiences can be valued and visible through literary and literacy practices. The issues addressed in this chapter are grounded in queer theory and intersectionality, which provide a space for challenging heteronormative environments in many schools as well as acknowledging the complex intersectionality of diverse identities. This framework is unpacked so readers can see how it supports instructional practices. Theory and literature inform discussion of the move in the literacy profession toward LGBTQ+ -inclusive mindsets and pedagogies. They further inform practical implications and examples provided by the author. A major issue of our time is LGBTQ+ inclusion in schools and the role of teachers in implementing literacy practices that address the needs of LGBTQ+ students and making visible their diverse identities. For the field of literacy, this is evidenced in the revision of Standard 4 Diversity and Equity in the International Literacy Association’s (ILA) Standards for the Preparation of Literacy Professionals 2017 (Standards 2017). ILA Standards 2017, which will be released in 2018, require programs preparing literacy professionals to develop candidates’ knowledge of queer theory and literacy practices inclusive of diverse students, with diversity including sexual orientation, gender identity, and gender expression. Further, ILA Standards 2017 acknowledge intersectionality across forms of diversity and that a rich understanding of diversity improves the quality of teaching and learning within and across classrooms, schools, and communities. This chapter expands on these topics and offers foundational content and resources to help literacy teacher educators, candidates in literacy programs, and other stakeholders to answer this call for building a literacy field that is welcoming, inclusive, and equity-oriented. Developing the knowledge base about LGBTQ+ issues, including theoretical foundations, social justice teaching mindsets, and concrete pedagogical literacy practices that build inclusive classrooms, can be an accessible, meaningful, and fruitful endeavor that will enrich literacy education programs and the learning communities in which literacy professionals work. Teacher educators and teachers can utilize book choices, approaches to classroom discussion and assignments, and school initiatives to build a learning environment that values LGBTQ+ students’ identities and experiences and disrupts heteronormativity in the curriculum. Multiple examples of how this can be done are offered. Understanding intersectionality also helps teacher educators and teachers see how forms of diversity are not silos. Individuals’ identities are comprised of various aspects. The topics discussed in this chapter center on LGBTQ+ issues but are applicable beyond just this scope.

Details

Addressing Diversity in Literacy Instruction
Type: Book
ISBN: 978-1-78714-048-6

Keywords

Book part
Publication date: 19 November 2021

Sameera V. Akella

This study explores the health-seeking process for queer and/or trans people, and factors involved in their healthcare negotiations and decisions to seek care. The data included…

Abstract

This study explores the health-seeking process for queer and/or trans people, and factors involved in their healthcare negotiations and decisions to seek care. The data included 20 semi-structured interviews of people who identify as queer and/or trans in the southeastern United States. Qualitative analysis was conducted using constructivist grounded theory to inductively analyze accounts of healthcare events, behaviors, and experiences of queer and/or trans people. Participants’ ages ranged from 18 to 57, with a majority identifying as trans/gender nonconforming (65%) and those remaining identifying as queer, cisgender individuals (35%). Both queer and trans identities can overlap, therefore, I use the term “queer and/or trans.” Categories generated through the coding process were as follows: (1) mental health concerns, (2) negotiating gendered and heteronormative assumptions, and (3) significance of participants creating a bed of knowledge. My analysis asserts that these data indicate that queer and/or trans participants manage not just healthcare decisions, but the hopelessness attached to seeking this type of help.

Details

Advances in Trans Studies: Moving Toward Gender Expansion and Trans Hope
Type: Book
ISBN: 978-1-80262-030-6

Keywords

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