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Queering and Trans-gressing Care : = Towards a Queer Ethic of Care in QTBIPOC Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Queering and Trans-gressing Care :/
Reminder of title:	Towards a Queer Ethic of Care in QTBIPOC Education.
Author:	Owis, Yasmin.
Description:	1 online resource (163 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-01, Section: B.
Contained By:	Dissertations Abstracts International84-01B.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28969096click for full text (PQDT)
ISBN:	9798834075790

Queering and Trans-gressing Care : = Towards a Queer Ethic of Care in QTBIPOC Education.
Owis, Yasmin.

Queering and Trans-gressing Care :Towards a Queer Ethic of Care in QTBIPOC Education. - 1 online resource (163 pages)

Source: Dissertations Abstracts International, Volume: 84-01, Section: B.

Thesis (Ph.D.)--University of Toronto (Canada), 2022.

Includes bibliographical references

This research details the findings from three interviews with QTBIPOC educators in Ontario. Using qualitative interviews and art-based responses, teachers in this study theorized about a queer ethic of care while offering their best practices to illustrate how they move from theory to pedagogy when working with QTBIPOC youth. This research asked the following questions: How do QTBIPOC educators understand and practice a queer ethic of care? Two findings emerged from this study: (1) a queer ethic of care is nuanced and expansive, disruptive and transgressive and an individualized practice that takes place within a care web and (2) care as it exists in schools right now, is inherently white, colonial and violent and has forced QTBIPOC educators to imagine new forms of care practices. These disruptive practices include creating (1) authentic, fluid, mutually vulnerable relationships with students (2) explicitly anticolonial, antiracist moments in their teaching and interactions with students and (3) affirmation and recognition as moments of healing. Collectively, these disruptive and transgressive practices create space for mutual healing for both queer and trans racialized students and teachers and paves the way for queer futurity and thriving. The findings from this study indicate a few things: educators must continually reimagine and disrupt their knowledge of care and care practices that are built upon white, colonial, cisheteronormative assumptions; educators must engage in anticolonial and antiracist care practices that are trans-gressive to the understandings of care in schools; teachers must learn how to create care webs in community with their students in ways that are vulnerable, authentic and fluid; a queer ethic of care is possible to implement at the grassroots, individual level first, but must move towards systemic practices in order to be sustainable and effective for QTBIPOC students in the long term; and a queer ethic of care offers a way for QTBIPOC teachers and students to feel recognition, affirmation and mutually heal by imagining new futures through thriving, joyful care.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798834075790Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Care workIndex Terms--Genre/Form:

542853
Electronic books.

Queering and Trans-gressing Care : = Towards a Queer Ethic of Care in QTBIPOC Education.
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520 $a This research details the findings from three interviews with QTBIPOC educators in Ontario. Using qualitative interviews and art-based responses, teachers in this study theorized about a queer ethic of care while offering their best practices to illustrate how they move from theory to pedagogy when working with QTBIPOC youth. This research asked the following questions: How do QTBIPOC educators understand and practice a queer ethic of care? Two findings emerged from this study: (1) a queer ethic of care is nuanced and expansive, disruptive and transgressive and an individualized practice that takes place within a care web and (2) care as it exists in schools right now, is inherently white, colonial and violent and has forced QTBIPOC educators to imagine new forms of care practices. These disruptive practices include creating (1) authentic, fluid, mutually vulnerable relationships with students (2) explicitly anticolonial, antiracist moments in their teaching and interactions with students and (3) affirmation and recognition as moments of healing. Collectively, these disruptive and transgressive practices create space for mutual healing for both queer and trans racialized students and teachers and paves the way for queer futurity and thriving. The findings from this study indicate a few things: educators must continually reimagine and disrupt their knowledge of care and care practices that are built upon white, colonial, cisheteronormative assumptions; educators must engage in anticolonial and antiracist care practices that are trans-gressive to the understandings of care in schools; teachers must learn how to create care webs in community with their students in ways that are vulnerable, authentic and fluid; a queer ethic of care is possible to implement at the grassroots, individual level first, but must move towards systemic practices in order to be sustainable and effective for QTBIPOC students in the long term; and a queer ethic of care offers a way for QTBIPOC teachers and students to feel recognition, affirmation and mutually heal by imagining new futures through thriving, joyful care.
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