Michel Foucault and Sexualities and Genders in Education: Friendship as Ascesis

165 Pages·2019·2.037 MB·English

by  David Lee Carlson, Nelson M. Rodriguez

QUEER STUDIES & EDUCATION
SERIES EDITORS: WILLIAM F. PINAR
NELSON M. RODRIGUEZ · RETA UGENA WHITLOCK
Michel Foucault and
Sexualities and
Genders in Education
Friendship as Ascesis
Edited by
David Lee Carlson
Nelson M. Rodriguez
Queer Studies and Education
Series Editors
William F. Pinar
Department of Curriculum and Pedagogy
University of British Columbia
Vancouver, BC, Canada
Nelson M. Rodriguez
Department of Women’s, Gender, and Sexuality Studies
The College of New Jersey
Ewing, NJ, USA
Reta Ugena Whitlock
Department of Educational Leadership
Kennesaw State University
Kennesaw, GA, USA
LGBTQ social, cultural, and political issues have become a defining feature of twenty-first
century life, transforming on a global scale any number of institutions, including the insti-
tution of education. Situated within the context of these major transformations, this series
is home to the most compelling, innovative, and timely scholarship emerging at the inter-
section of queer studies and education. Across a broad range of educational topics and
locations, books in this series incorporate lesbian, gay, bisexual, transgender, and intersex
categories, as well as scholarship in queer theory arising out of the postmodern turn in
sexuality studies. The series is wide-ranging in terms of disciplinary/theoretical perspectives
and methodological approaches, and will include and illuminate much needed intersec-
tional scholarship. Always bold in outlook, the series also welcomes projects that challenge
any number of normalizing tendencies within academic scholarship, from works that move
beyond established frameworks of knowledge production within LGBTQ educational
research to works that expand the range of what is institutionally defined within the field of
education as relevant queer studies scholarship.
International Advisory Board
Louisa Allen, The University of Auckland, New Zealand
Edward Brockenbrough, University of Pennsylvania, USA
James Burford, Thammasat University, Thailand
Anna Carastathis, Independent Scholar, Greece
Rob Cover, The University of Western Australia, Perth, Australia
Cindy Cruz, University of California, Santa Cruz, USA
Xinyan Fan, The University of British Columbia, Canada
Anne Harris, RMIT University, Australia
Tiffany Jones, Macquarie University, Australia
Jón Ingvar Kjaran, University of Iceland, Reykjavík, Iceland
Kevin Kumashiro, Kevin Kumashiro Consulting, USA
Alicia Lapointe, Western University, Canada
Máirtín Mac an Ghaill, Newman University, UK
Paul Chamness Miller, Akita International University, Japan
sj Miller, University of Wisconsin-Madison, USA
Robert Mizzi, University of Manitoba, Canada
Thabo Msibi, University of KwaZulu-Natal, South Africa
Aoife Neary, University of Limerick, Ireland
Z Nicolazzo, University of Arizona, USA
Gul Ozyegin, William & Mary, USA
Moira Pérez, University of Buenos Aires, Argentina
Christine Quinan, Utrecht University, The Netherlands
Mary Lou Rasmussen, Australian National University, Australia
Eva Reimers, University of Gothenburg, Sweden
Emma Renold, Cardiff University, UK
Finn Reygan, Human Sciences Research Council, South Africa
Nick Rumens, Middlesex University, UK
Jacqueline Ullman, Western Sydney University, Australia
More information about this series at
http://www.palgrave.com/gp/series/14522
David Lee Carlson · Nelson M. Rodriguez
Editors
Michel Foucault
and Sexualities
and Genders
in Education
Friendship as Ascesis
Editors
David Lee Carlson Nelson M. Rodriguez
Arizona State University Department of Women’s, Gender,
Tempe, AZ, USA and Sexuality Studies
The College of New Jersey
Ewing, NJ, USA
Queer Studies and Education
ISBN 978-3-030-31736-2 ISBN 978-3-030-31737-9 (eBook)
https://doi.org/10.1007/978-3-030-31737-9
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C
ontents
1 Foucault, Friendship, and Education 1
David Lee Carlson and Nelson M. Rodriguez
2 #NoHomo: Men’s Friendships, or “Something Else” 9
Frank G. Karioris and Jonathan A. Allan
3 Intimacy and Access: Clone Culture, Exclusion,
and the Politics of Friendship 23
Hilary Malatino
4 Queer Ascesis and the Invention of New Games 39
Jonathan Kemp
5 Transcendent Friendship: The Potential of Foucault’s
Ascesis to Subvert School Gender Regimes
and Facilitate Learning 57
James R. Gilligan
6 Gender and Sexual Minority Faculty Negotiating
“A Way of Life”: Friendships and Support
Within the Academy 77
Sean Robinson
v
vi CONTENTS
7 Gay Ascesis: Ethics of Strategic Disorientation
and the Pedagogies of Friendship 91
David Lee Carlson
8 Befriending Foucault as a Way of Life 103
Adam J. Greteman and Kevin J. Burke
9 Deep Friendship at a Sausage Party: A Foucauldian
Reading of Friendship, Fractured Masculinities
and Their Potential for School Practices 123
Joseph D. Sweet
10 Michel Foucault and Queer Ascesis: Toward
a Pedagogy and Politics of Subversive Friendships 139
Nelson M. Rodriguez
Author Index 155
Subject Index 157
n C
otes on ontributors
Kevin J. Burke is an Associate Professor in the Department of
Language and Literacy Education at the University of Georgia. His
research focuses on the intersections of religion, queer theory, curric-
ulum, and teacher education. His most recent book, written with his
dear friend, Adam J. Greteman, is The Pedagogies and Politics of Liking
(Routledge, 2017).
David Lee Carlson is Associate Professor of Qualitative Research
in the Mary Lou Fulton Teachers College at Arizona State University.
His current research focuses on the ways in which the post-qualitative
movement continues to problematize the ontoepistemology of research
methodologies. He has published extensively on Michel Foucault’s work
in educational research, including his co-authored book, Composing a
Care of the Self: A Critical History of Writing Assessment in Secondary
English Education (Sense/Brill). Carlson’s forthcoming book is titled
Foucauldian Philosophy and Implications for Educational Research: Michel
Foucault’s Lectures at the Collège de France.
James R. Gilligan earned his Ph.D. in Curriculum and Instruction
from Purdue University in 2015, after a nine-year career teaching
high school English Language Arts. He is now an Assistant Professor
of English Education in the Department of English Language and
Literature at San Francisco State University, where he teaches under-
graduate courses in advanced composition, literacy, and Young Adult
literature as well as graduate courses in curriculum and instruction.
vii
viii NOTES ON CONTRIBUTORS
His current research focuses on using proleptic discourse to support the
development of pre-service teachers’ professional identities.
Adam J. Greteman is an Assistant Professor of Art Education and
Director of the Master of Arts in Teaching Program at the School of the
Art Institute of Chicago. His research interests lie at the intersections of
feminist, queer, and transgender theories, philosophy of education, aes-
thetics, and teacher education. He is the co-author (with Kevin Burke)
of The Pedagogies and Politics of Liking (Routledge, 2017) and author of
Sexualities and Genders in Education: Towards Queer Thriving (Palgrave
Macmillan, 2018).
Frank G. Karioris and Jonathan A. Allan write together collabora-
tively on issues of men and masculinities. Frank G. Karioris is Visiting
Lecturer of Gender, Sexuality, and Women’s Studies at the University
of Pittsburgh and Jonathan A. Allan is Canada Research Chair in Queer
Theory at Brandon University. Together they are writing The Full
Package: Aesthetics, Masculinity, and the Market (University of Chicago
Press). They have published articles together in the Journal of Gender
Studies and the Journal of Men’s Studies. With Chris Haywood, they are
Founding Editors of the Journal of Bodies, Sexualities, and Masculinities
which will begin publishing in 2020.
Jonathan Kemp writes fiction and non-fiction and teaches creative
writing at Middlesex University, London. He is the author of two nov-
els—London Triptych (2010), which won the 2011 Authors’ Club Best
First Novel Award, and Ghosting (2015)—and the short-story collection
Twentysix (2011, all published by Myriad). His fiction has also appeared
in Chroma, Polari, Brand Magazine, Best Gay Erotica 2010, and Best
Gay Short Stories 2010. Non-fiction works include The Penetrated Male
(2012) and Homotopia?: Gay Identity, Sameness and the Politics of Desire
(2015, both Punctum Books).
Hilary Malatino is an Assistant Professor in the Department of Women’s,
Gender, and Sexuality Studies, affiliate faculty in the Department of
Philosophy, and a research associate with the Rock Ethics Institute at Penn
State University. Their research and teaching are located at the intersec-
tions of queer theory, trans and intersex studies, science and technology
studies, feminist bioethics, continental philosophy, and decolonial thought.
NOTES ON CONTRIBUTORS ix
Sean Robinson (University of Wisconsin-Madison, Ph.D.) is an
Associate Professor of Higher Education and Student Affairs at Morgan
State University, in Baltimore, MD. His teaching interests include:
higher education administration, student affairs administration, organ-
izational development and change management, leadership develop-
ment, and qualitative research methodology. His current research areas
include an exploration of the lived experiences of LGBTQ faculty and
administrators within colleges and universities, and understanding the
socialization and mentoring experiences of minority graduate students,
particularly those attending HBCUs.
Nelson M. Rodriguez is Associate Professor of Women’s, Gender,
and Sexuality Studies in the School of Humanities and Social Sciences
at The College of New Jersey. His current research areas span queer
studies and education, critical masculinity studies, and Foucault stud-
ies. Professor Rodriguez is co-editor of the series Queer Studies and
Education (Palgrave Macmillan) and Routledge Critical Studies in
Gender and Sexuality in Education (Routledge/Taylor and Francis). His
recent publications include—Queer Pedagogies: Theory, Praxis, Politics
(Springer International Publishing); Critical Concepts in Queer Studies
and Education: An International Guide for the Twenty-First Century
(Palgrave Macmillan); Educators Queering Academia: Critical Memoirs
(Peter Lang); Queer Masculinities: A Critical Reader in Education
(Springer Netherlands); and Queering Straight Teachers: Discourse and
Identity in Education (Peter Lang). Rodriguez’s forthcoming books
include Queer Studies and Education: An International Anthology;
LGBTQ+ Studies in Education: Theoretical Interventions in Curriculum
and Pedagogy; Foucauldian Philosophy and Implications for Educational
Research: Michel Foucault’s Lectures at the Collège de France; and
Transnational Sexualities in Education.
Joseph D. Sweet is an Assistant Professor in the Department of English,
Theatre, and Foreign Languages at The University of North Carolina at
Pembroke. His research interests include pedagogies of gender equity
in secondary English language arts, arts curriculum, qualitative inquiry,
critical theory, masculinities, and secondary English education. Prior to
enrolling in graduate school, Joe served as a secondary English and thea-
tre teacher for nine years.