Gendered and sexed geographies of/in a graduate classroom

Catherine J. Nash

doi:10.5565/rev/dag.863

Geografías generizadas y sexuadas de/en una clase de grado

Autores/as

Catherine J. Nash Brock University. Department of Geography

PDF (EN)

Resumen

Hace veinte años que las geógrafas feministas y radicales alentamos a miembros de la disciplina a introducir críticamente cuestiones de género y sexualidad en la investigación, la vida académica y la clase. Las clases, como espacios geográficos, están determinadas por el género, la clase social y el sexo en formas particulares dentro de las relaciones de poder. A través de la pedagogía feminista contemporánea en geografía, hago una reflexión crítica de una situación inesperada que surgió en un curso sobre temas de justicia social en una universidad de América del Norte. En los trabajos de curso, los comentarios del alumnado reflejaban unas expectativas generizadas y sexualizadas particulares que surgían, en parte, del tipo de clase y del contenido del curso. En este artículo, examino como mis experiencias en este curso ilustran que los intentos de generizar, sexualizar y «alternativizar» la clase de geografía han tenido éxitos y fracasos que reflejan unas circunstancias históricas y de contexto particulares.

Palabras clave

feminismo, pedagogía, teoría queer (sexualidades alternativas), LGBTQ (Lesbiana, Gay, Bisexual, Transexual, Queer), geografía feminista, sexualidad

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