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Re-thinking sexual identity, toward ...

Birden, Susan Kay.

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Re-thinking sexual identity, toward an out-siders' praxis: An educator's re-vision of Virginia Woolf's "Three Guineas" in response to compulsory heterosexuality.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Re-thinking sexual identity, toward an out-siders' praxis: An educator's re-vision of Virginia Woolf's "Three Guineas" in response to compulsory heterosexuality./
作者:	Birden, Susan Kay.
面頁冊數:	318 p.
附註:	Adviser: Susan Laird.
Contained By:	Dissertation Abstracts International62-03A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3009542
ISBN:	0493187022

Re-thinking sexual identity, toward an out-siders' praxis: An educator's re-vision of Virginia Woolf's "Three Guineas" in response to compulsory heterosexuality.
Birden, Susan Kay.

Re-thinking sexual identity, toward an out-siders' praxis: An educator's re-vision of Virginia Woolf's "Three Guineas" in response to compulsory heterosexuality. - 318 p.

Adviser: Susan Laird.

Thesis (Ph.D.)--The University of Oklahoma, 2001.

Responding to wide-spread abuse of lesbian, gay, bisexual, transgendered, and questioning persons (LGBTQs) in education, this dissertation examines theories of heterosexism, conceptualizing as mis-educative compulsory heterosexuality's stigmatization of “out” LGBTQs as outsiders. Reflecting upon the Outsiders' Society Virginia Woolf envisioned in <italic> Three Guineas</italic> (1938) for daughters of educated men, I re-name and re-conceive as <italic>Out-Siders</italic> those people who “side” with the “out” in order to mitigate compulsory heterosexuality's mis-educative effects. Examining how Out-Siders already bring theory and action to bear on sexual identity, I name and explicate six <italic>Praxes <underline> in re</underline> Sexual Identity: Praxis of the Closet</italic>, ignoring/denigrating non-heterosexuality; <italic>Praxis of Inclusion</italic>, advocating LGBTQs' equal rights; <italic>Praxis of Coming Out</italic>, utilizing identity politics; <italic> Praxis of Location</italic>, claiming composite identities; <italic>Praxis of Refusal</italic>, eschewing learned/scientific discourse's normative labels; <italic> Praxis of Performativity</italic>, “queering discourse” by de-centering naturalized/normative/prescriptive gender roles.

ISBN: 0493187022Subjects--Topical Terms:

783746
Education, Philosophy of.

Re-thinking sexual identity, toward an out-siders' praxis: An educator's re-vision of Virginia Woolf's "Three Guineas" in response to compulsory heterosexuality.
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245 1 0 $a Re-thinking sexual identity, toward an out-siders' praxis: An educator's re-vision of Virginia Woolf's "Three Guineas" in response to compulsory heterosexuality.
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500 $a Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0958.
502 $a Thesis (Ph.D.)--The University of Oklahoma, 2001.
520 $a Responding to wide-spread abuse of lesbian, gay, bisexual, transgendered, and questioning persons (LGBTQs) in education, this dissertation examines theories of heterosexism, conceptualizing as mis-educative compulsory heterosexuality's stigmatization of “out” LGBTQs as outsiders. Reflecting upon the Outsiders' Society Virginia Woolf envisioned in <italic> Three Guineas</italic> (1938) for daughters of educated men, I re-name and re-conceive as <italic>Out-Siders</italic> those people who “side” with the “out” in order to mitigate compulsory heterosexuality's mis-educative effects. Examining how Out-Siders already bring theory and action to bear on sexual identity, I name and explicate six <italic>Praxes <underline> in re</underline> Sexual Identity: Praxis of the Closet</italic>, ignoring/denigrating non-heterosexuality; <italic>Praxis of Inclusion</italic>, advocating LGBTQs' equal rights; <italic>Praxis of Coming Out</italic>, utilizing identity politics; <italic> Praxis of Location</italic>, claiming composite identities; <italic>Praxis of Refusal</italic>, eschewing learned/scientific discourse's normative labels; <italic> Praxis of Performativity</italic>, “queering discourse” by de-centering naturalized/normative/prescriptive gender roles.
520 $a To challenge theoretical and practical weaknesses of these <italic>praxes </italic>, I adopt Woolf's approach in <italic>Three Guineas</italic>, interpreted through Lorraine Code's feminist epistemological lens (1991) and Foucault's ethical inquiry (1984). Thus I utilize published autobiographical and qualitative-research narratives of LGBTQs' experiences in schooling and higher education to test the practicality of each praxis (Casper and Schultz, 1999; Harbeck, 1991; Howard and Stevens, 2000; Jennings, 1994; Khayatt, 1992; Kissen, 1996; Letts and Sears, 1999; McNaron, 1997; Sears and Williams, 1997; Woog, 1995). This problematization prompts my construction of <italic>Out-Siders' Praxis</italic>, which is dependent upon four conceptual tools that I formulate and name: <italic> Out-citing</italic>, premised upon Iris Marion Young's series-group concept embedded into Out-Siders' goals (Young, 1997); <italic>Out-sighting</italic>, evidencing wide-awakeness to injustice and watchfulness toward hidden curriculum; <italic> Out-siding</italic>, friendship supporting creative/passionate thought/action; and <italic>Out-siting</italic>, positioning in webs of power relations.
520 $a The significance of this proposed <italic>Out-Siders' Praxis</italic> lies in its educative resistance against cynicism and powerlessness that silence oppressed voices and in its theoretical soundness as a guide for developing curricula that Out-Siders can teach, to transform objectionable practices/environments. As my re-vision of Woolf's Outsiders' Society, this conception of <italic> Out-Siders' Praxis</italic> affirms Woolf's ethical values of promoting liberty, endorsing adventurous experimentation, creating opportunities for discourse across difference, inventing and intervening with the attitude of artists.
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