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Queering ethics: Exploring the natur...

Russell, Vanessa.

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Queering ethics: Exploring the nature of teacher-student relationships.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Queering ethics: Exploring the nature of teacher-student relationships./
作者:	Russell, Vanessa.
面頁冊數:	297 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3816.
Contained By:	Dissertation Abstracts International70-10A.
標題:	Ethics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR52558
ISBN:	9780494525586

Queering ethics: Exploring the nature of teacher-student relationships.
Russell, Vanessa.

Queering ethics: Exploring the nature of teacher-student relationships. - 297 p.

Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3816.

Thesis (Ph.D.)--University of Toronto (Canada), 2009.

In this thesis, I explore the ethical dilemmas of queer teachers in relation to queer students. My research emerges from a socio-cultural, historical, and political scaffolding of contradictory discourses that produce queer teacher/student subjectivity. (Hetero)normative discourses of teacher professionalism powerfully diminish queer teachers' abilities to be visible in schools. At the same time, teachers are pressured to be role models. Discursive trajectories reaching back to the West's gay liberation, pressure queer teachers to be role models in specific ways---by coming out and helping queer students out of their "time of difficulty." Traditionally, psychotherapeutic literature suggests that ethical decision making is complicated when a person in a position of professional authority (teacher) has a dual or overlapping relationship, including sharing membership within culturally specific communities, with someone for whom they are providing a service (student). More recently, some researchers claim that dual relationships, when carefully negotiated, can increase trust and reduce the potential for exploitation. The coming out imperative hinges on these positive aspects of dual relationships.

ISBN: 9780494525586Subjects--Topical Terms:

517264
Ethics.

Queering ethics: Exploring the nature of teacher-student relationships.
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520 $a In this thesis, I explore the ethical dilemmas of queer teachers in relation to queer students. My research emerges from a socio-cultural, historical, and political scaffolding of contradictory discourses that produce queer teacher/student subjectivity. (Hetero)normative discourses of teacher professionalism powerfully diminish queer teachers' abilities to be visible in schools. At the same time, teachers are pressured to be role models. Discursive trajectories reaching back to the West's gay liberation, pressure queer teachers to be role models in specific ways---by coming out and helping queer students out of their "time of difficulty." Traditionally, psychotherapeutic literature suggests that ethical decision making is complicated when a person in a position of professional authority (teacher) has a dual or overlapping relationship, including sharing membership within culturally specific communities, with someone for whom they are providing a service (student). More recently, some researchers claim that dual relationships, when carefully negotiated, can increase trust and reduce the potential for exploitation. The coming out imperative hinges on these positive aspects of dual relationships.
520 $a By paying specific attention to the discursive contexts that construct children as innocent, queers as a threat to children, and teacher as role model, I examine through life history interviews with eight diverse Ontario queer educators the ways in which the paradoxical identity of queer teacher troubles notions of what is ethical in schools. I analyze their ethical dilemmas through queer, poststructuralist, psychoanalytic, and anti-oppression theoretical lenses. I also analyze the application of three ethical frameworks from the fields of professional ethics and educational philosophy to these dilemmas. As a result, I develop a "queer ethic" that contests liberal democratic notions of symmetrical reciprocity and takes into account the ethical work that queer teachers do to reach out to their (queer) students. This queer ethic acknowledges the marginalization of queer teachers by similar institutional technologies that marginalize queer students, and argues that an "ethic of care" must extend to self-care for the teachers themselves. Most importantly, it seeks to create a communal space where teachers can bring the emotional and intellectual labor necessary to create alternative queer- and sex-positive ethical discourse.
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