Queer pedagogy as spiritual practice (Book, 2010) [WorldCat.org]
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Queer pedagogy as spiritual practice

Author: Brian Dwight Ammons; NC Digital Online Collection of Knowledge and Scholarship (NCDOCKS)
Publisher: [Greensboro, N.C.] : [University of North Carolina at Greensboro], [2010]
Dissertation: Ph. D. University of North Carolina at Greensboro 2010
Series: University of North Carolina at Greensboro.; School/Dept. of XXX.; Thesis/Dissertation
Edition/Format:   Thesis/dissertation : Thesis/dissertation : State or province government publication : eBook : English
Summary:
"The purpose of this research is to explore unlikely intersections between the seemingly divergent streams of spirituality and queer theory in the discourses around education. When brought into conversation, the two produce creative tensions particularly in regards to constructions of knowledge and subjectivity. In an interrogation of "spirituality" as a construct in education, I map a genealogy through  Read more...
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Details

Genre/Form: Academic theses
Material Type: Thesis/dissertation, Government publication, State or province government publication, Internet resource
Document Type: Internet Resource
All Authors / Contributors: Brian Dwight Ammons; NC Digital Online Collection of Knowledge and Scholarship (NCDOCKS)
OCLC Number: 646194524
Notes: Directed by Leila Villaverde; submitted to the Dept. of Educational Leadership and Cultural Foundations.
Title from PDF title page (viewed Jul. 7, 2010).
Description: v, 231 pages : illustrations, digital, PDF file
Details: Mode of access: World Wide Web.; System requirements: PC, World Wide Web browser, PDF reader.; Available online via NCDOCKS.
Series Title: University of North Carolina at Greensboro.; School/Dept. of XXX.; Thesis/Dissertation
Responsibility: by Brian Dwight Ammons.

Abstract:

"The purpose of this research is to explore unlikely intersections between the seemingly divergent streams of spirituality and queer theory in the discourses around education. When brought into conversation, the two produce creative tensions particularly in regards to constructions of knowledge and subjectivity. In an interrogation of "spirituality" as a construct in education, I map a genealogy through Enlightenment and Transcendental thought arguing that "spirituality" in its popular usage cannot be understood apart from a larger explication of Western religious liberalism, and in particular liberal Christianity. I then turn towards a consideration of the utility of such a construct in light of the erosion of the foundational thought on which it depends. Having both levied my critiques of "spirituality" and argued a case for its usefulness, I consider what sort of theological framework is functional as an underpinning for a spirituality concerned with critical pedagogy. My discussion takes shape in relation to three practices more commonly spoken of in Christian discourse: hospitality, embodiment, and testimony. I explore these three concepts as they support an understanding of queer pedagogy as spiritual practice, particularly in regards to my own teaching experience. Highlighting the investment of both queer pedagogy and spiritual practices in drawing attention to the limits of knowability, I demonstrate how framing queer pedagogy as spiritual practice might enrich both discourses."--Abstract from author supplied metadata.

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