How to "Fail" in School without Really Trying: Queering Pathways to Success

Autor/inn/en	Stiegler, Sam; Sullivan, Rachael E.
Titel	How to "Fail" in School without Really Trying: Queering Pathways to Success
Quelle	In: Pedagogy, Culture and Society, 23 (2015) 1, S.65-83 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2014.919956
Schlagwörter	Homosexuality; Sexual Identity; Sexual Orientation; High School Graduates; Student Experience; High Schools; Educational Environment; High School Equivalency Programs; Early Admission; Postsecondary Education; Social Bias; Barriers; Student Attitudes; Withdrawal (Education); Dropouts; Foreign Countries; Canada; United States + Suchen Sie Ihr Suchwort? Homosexualität; Geschlechtsidentität; Sexuelle Identität; Sexuelle Orientierung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Studienerfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Früheinschulung; Post-secondary education; Tertiäre Bildung; Schülerverhalten; Kursabbruch; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; Kanada; USA
Abstract	In this paper we explore our experiences working with queer and trans youth who have taken "non-traditional pathways out of high school. Drawing on Foucauldian theories of normalisation and Halberstam's queerings of time, success, and failure, we consider how certain aspects of schooling have shaped queer and trans youths' desire to seek out GEDs or early entrance into post-secondary school as strategies to escapes their high school environments. Through our reflection on our experiences with these students, we have identified some of the barriers that these students faced with regard to high school completion. Additionally, we found the tension between success and failure often shaped the alternative paths these queer and trans youth had chosen in an effort to negotiate their schooling experience. In the end, we question the current organisation of secondary schooling and suggest that a (re)envisioning of alternative educational pathways out of secondary schooling would provide destigmatising, non-normative modes of engagement with schools and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01