Relative Strangers: Contracting Kinship in the Queer Ecology Classroom
Relative Strangers: Contracting Kinship in the Queer Ecology Classroom
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DOI：
10.1215/00029831-3861517
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发表时间：
2017-06-01
影响因子：
0.5
通讯作者：
Ensor, Sarah
中科院分区：
文献类型：
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作者：
Ensor, Sarah
本文认为，教育学可以帮助我们应对高等教育的不稳定性，通过回收形式的临时性，事故，并暴露特有的合作学习。将亲属关系理论与传染研究联系起来，我认为课堂的偶然性、临时性和人际接触产生了一种奇怪的亲属关系，这种亲属关系是契约的，而不是有意发展的。这种亲属关系是人类学家所描述的“新兴生态”的无意共生合作的社会迭代，在伤害之后萌芽，并帮助我们集体应对构成我们（经验）世界的不稳定性。最后，我认为，在高等教育的变化环境激发（甚至可能需要）偏执狂的时刻，这样的教育实践构成了一个重要的修复姿态，使我们能够考虑高等教育抛弃我们的方式，而不要求我们反过来放弃它。
This article argues that pedagogy may help us respond to the precarity of higher education by reclaiming the forms of provisionality, accident, and exposure endemic to collaborative learning. Putting kinship theory into contact with studies of contagion, I suggest that the classroom's contingency, temporariness, and interpersonal exposure yield a form of queer kinship that is contracted rather than intentionally developed. This kinship, a social iteration of the unintentional, symbiotic collaborations that anthropologists have described as "emergent ecologies," burgeons in the wake of harm and helps us respond collectively to the precarity that constitutes our (experience of the) world. Ultimately, I argue that in a moment when the changing climate of higher education inspires (and perhaps even requires) paranoia, such a pedagogical practice constitutes a significant reparative gesture, enabling us to reckon with the ways in which higher education has abandoned us without requiring us, in turn, to abandon it. Keywords kinship, contagion, risk, pedagogy, queer theory, ecocriticism