Abstract
To think of pedagogical action as a fiction of the absurd and a writing of the stagger implies considering a queer/cuir pedagogy as an analytical procedure, a writing practice and an affective methodology of conceptual and bodily dislocation, in order to disintegrate the eyes of hatred and undo the borders of the skin. Writing as pedagogical sensitivity and staggering as an epistemological task can compose gestures of inadequacy to power, methodologies of a pedagogy that is not, but that instead occurs in the micro-politics of the event and is not articulated in a universal or definitive way. A poetics of (un)knowledge, whose practices shake up the dualistic logics of school thought guided by non-contradiction and egalitarian fantasies of harmonious and peaceful relations, in order to be able to displace its micro-dynamics of power.
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Notes
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Translation: Gabriela Rumacho.
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A good practice may consist in connecting strange concepts that tend to be detached from each other, such as “moaning” and “education”, which I used for a presentation at a university. The text begins with a number of questions, such as: “How can we link moaning with pedagogy? What kind of relation is built between a term that seems to come from intimacy with another signifier that seems to belong to the public sphere? Does this act presuppose that pedagogy is empty of moaning? Or is it responsible for silencing and privatizing moans, or in any case, certain moans produced by certain bodies and identities that are socially undesirable? (…) What educational fantasies and sexual panics are generated by a term that gets sticky with body fluids, with ways of fucking, with sexual pleasure, with the adventure of the unknown? Isn’t there a pedagogy of moaning? Are there moans that do not matter? Are there racialized moans? Don’t we learn to moan through porn technologies, moral discipline, school catechisms, divine punishments and family mandates?” flores, val (2019) Llenar la pedagogía de gemidos. Posibles preguntas para encarnar una práctica educativa queer. Universidad de Quilmes (in press).
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In her book Cruel Optimism (2011), Lauren Berlant addresses the critical aspects of certain optimistic feelings associated with the idea of progress, taking into account the affective dimension of politics. In this regard, Cecilia Macón mentions: “Berlant extensively unfolds the notion that the preservation of the fantasy of progress, mainly that of upward social mobility, constitutes a particular affection: the cruel optimism, a kind of ideological procedure dedicated to keeping people attached to lives that, actually, do not make them happy” (2013, pp. 21–22).
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flores, v. (2020). Queer/Cuir Pedagogies: Fictions of the Absurd, Writings of the Stagger. In: Pérez, M., Trujillo-Barbadillo, G. (eds) Queer Epistemologies in Education. Queer Studies and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-50305-5_14
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