Interanimating Black sexualities and the geography classroom
Interanimating Black sexualities and the geography classroom
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黑人性欲与地理课堂的互动
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
L. Eaves
中科院分区：
文献类型：
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作者：
L. Eaves
为什么要教黑人性行为？黑人生活中的性行为如何能让学生们对地理和地方建设实践有更细致入微的理解？黑人、性和地域的联结被理解为积极的过程，这些过程正在被权力关系塑造和形成。本文通过对课程和教育学中常见的性行为的规范概念进行质疑，主张将性行为和黑人的相互构成本质集中起来。关注黑人的性行为是必要的，因为黑人的生活、政治和位置渗透到社会秩序中，可以看到殖民遗产如何渗透到解雇、流离失所和抹去的全球结构中。黑人的性行为总是个人的和政治的，在殖民主义和帝国主义压迫的系统轴和黑人性行为和性身份的中介之间，尽管社会和空间的结构成分是病态的。因此，本文考虑了黑人性别在地理课堂教学中提供的机会。我考虑了课程选择、课程讨论和作业以及体现教学法的作用。在黑人地理学的框架中，我认为以黑人的地方意识为中心对黑人性行为的教学至关重要。
ABSTRACT Why teach Black sexualities? How might Black lived sexualities provide students a more nuanced understanding of geography and place-making practices? The junctions of Blackness, sexuality, and place are understood as active processes that are being shaped and formed by and through power relations. This paper argues for centralizing the mutually constitutive nature of sexualities and Blackness, by troubling the normative notions of sexualities as commonly approached in curriculum and pedagogy. Focusing on Black sexualities is imperative, as Black lives, politics, and locations permeate the social order and can make visible the ways in which colonial legacies imbue global structures of dismissal, displacement, and erasure. Black sexualities are always personal and political, intermediating between systemic axes of oppression grounded in colonialism and imperialism and the agency of Black sex and sexual identities in spite of pathologizing structural components of society and space. As such, this paper considers the opportunities that Black sexualities offer in teaching and learning in the geography classroom. I consider the role of curricular choices, course discussions and assignments, and the pedagogy of embodiment. Embedded in a Black Geographies framework, I argue that centering a Black sense of place is essential to pedagogies of Black sexualities.