Abstract
While the education field has addressed classroom design and queer theorists have addressed the notion of landscaping, scholars have yet to critique classroom spaces from a queer theoretical perspective. The concept of queer landscaping, as theorized by Jill Casid, offers a particularly powerful concept for exploring the ways in which physical and discursive classroom spaces are performatively produced and the ways in which this production can trouble the boundary between “interior” and “exterior” spaces.1 Theoretical justification for queer classroom landscapes can be found at the intersections of queer theories of pedagogy and theories of classroom design, two areas of scholarship that rarely, if ever, overlap. As Beth Ferri, participating in a study by Elizabeth Sierra-Zarella, succinctly explains, queer pedagogy
is disruptive of normative assumptions, troubles taken-for-granted assumptions, and is critical of binary thinking. Queer pedagogy confounds and confronts knowledge and power, exclusions, and erasures. It shifts the center and makes the familiar strange.2
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Notes
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© 2013 Angela Jones
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Rands, K., McDonald, J., Clapp, L. (2013). Landscaping Classrooms toward Queer Utopias. In: Jones, A. (eds) A Critical Inquiry into Queer Utopias. Palgrave Macmillan’s Critical Studies in Gender, Sexuality, and Culture. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137311979_7
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