ABSTRACT
This chapter explores how the theory influenced student's specific pedagogical plans. Throughout the course of the semester, queer theory formed a central thread in our readings and conversations and in students' writing. Queer theory and queer pedagogy were woven throughout the course. Students read excerpts from Judith Butler's work and from Jagose's (1997) Queer Theory: An Introduction, as well as research studies that were grounded in queer theory. In addition to reading queer theory, students read authors who have applied queer theory to pedagogical theory and research. The chapter examines the instructional plans that they developed as they imagined themselves as teachers in real classrooms, with the goal of learning to what extent the class prepared them at least to plan for queering, as well as lesbian, gay, bisexual, transgender (LGBT)-inclusive, pedagogical approaches. A more queering approach to the book might highlight that diversity and explore how our own schools fail to expect and honor it.
