Abstract
This chapter re-examines the intersections of three theoretical frameworks: social pedagogy, queer theory and crip theory. It begins by addressing social pedagogy from a queer perspective (first intersection), incorporating other closely related perspectives that have an influence on the way we understand and work in education. It then goes on to explore crip theory and its power and relation to queer pedagogy (second intersection). This connection between queer and pedagogy, and later on with crip, enables us to think and act in unconventional, non-hegemonic ways and propose a new framework for diversity and for humanity as a whole.
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Notes
- 1.
This situation explains the existence in Spain since 2015 of the OASIS Project, a space in which adolescents with diverse expressions and identities of gender and sexuality can meet and socialize. Its objective is to create a safe recreation space where young people can enjoy their condition of diversity without being subjected to normalizing pressures. The project enjoys the collaboration of TransFamilia and AMPGIL and receives funding from official institutions including Barcelona City Council, Barcelona Provincial Council and the Government of Catalonia. This is a segregated space for the exclusive use of LGBTI young people who need to navigate their adolescence without denying their sexual condition. The idea is for young people to spend a few days of relaxation in a safe place where they don’t have to think about what they say and do to fit in with the norm. Heteropatriarchal and normalization pressures were countered with the building of parallel spaces in what is now a historic initiative within the LGBTI movement. In other areas—disability, for instance—initiatives like these have been strongly criticized and opposed. It is argued that LGBTI young people choose to inhabit their bodies in a diverse way, but that people with disabilities do not choose, just as they do not choose segregated spaces like these. Self-segregation and imposed segregation are among the typical paths used in social pedagogy to manage difference. In our opinion, these do nothing to break with binary notions and institutional divides, though they can sometimes respond to an inescapable need for survival and dignity; utterly inadequate if we aspire to transform the world we live in, but undoubtedly needed for greater well-being until we achieve that transformation.
- 2.
There are many perspectives and senses to think starting from LBGTBI (Lesbian, Bisexual, Gay, Transsexual, Intersexual), LGTB, or even LGTBIQ + (Queer and the + symbol). The acronym has evolved from its origin as LGB to the most recent LGTBIQ +, and this evolution has the purpose of influencing all the groups that may feel grouped under the terminological and conceptual umbrella that defined them. This, in part, could lead to a certain controversy with the queer term, which perhaps could be recognized and used by those subjects who prefer to live without labels (without the acronym LBTBIQ +).
- 3.
Integrated dance projects, cripple porn documentaries, performance and participatory cabarets in collaboration with other activist networks are just a few examples of crip dynamics in Spain, particularly in Catalonia.
- 4.
Thus, a feminist schools project recently launched in Barcelona includes a queer-crip declaration of intent to reform the Catalan educational system. One of its intentions is to place the value of care and life at the centre of educational panorama, to the detriment of capital, accumulation, exploitation and the instrumentalization of the body.
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Pié-Balaguer, A., Planella-Ribera, J. (2020). Queer, Crip and Social Pedagogy. A Critical Hermeneutic Perspective. 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_5
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