Queering Citizenship by Macintosh and Loutzenheiser - May 28, 2015

Queering Citizenship

by Lori B. Macintosh and Lisa W. Loutzenheiser

In Queering Citizenship, Macintosh and Loutzenheiser (2006) propose to “read citizenship through sexuality and schooling as one avenue to explore the way educators can begin to facilitate a dialogue where sexually marginalized youth feel recognized and included” (p.95). The authors argue that queer theories may offer educators a way to challenge heteronormativity in schools. Macintosh and Loutzenheiser feel there is a need to encourage educators to acknowledge schools as part of a heterocentric ideology.

The chapter is divided into four main segments;

a)     Queered theory, student bodies and school spaces: queer theory uses as its premise, the idea that identities are not fixed and do not determine who we are. When this theory is used critically and as a tool, it offers alternative ways for us to view the complications of identity formation.

In schools, queer theory continuously interrogates heteronormativity since young generations do not benefit from one-dimensional categorizations. Students need to have spaces where they feel represented, or they belong to, and where their concerns are addressed within the official curriculum.

b)     Heteronormativity in the Classroom: when queer children enter the classroom they do not necessarily identify with the school setting. Many students feel their private life is somehow made public, since “the structuring of one’s social and political life is contingent upon heterosexual modes of address” (page 98). Whether or not a student chooses to self-identify as queer, his or her identity does not adhere to the established social norms.

c)     Complicating Discourses: in this section the authors draw attention to the criticism queer theory has received. They also use Johnson’s (2001) argument, that “by neglecting the interrelationships between race, sexuality and class, queer theory has somehow failed to live up to its full potential.”

Queer theory recognizes that gender, sexuality, race, class, and ethnicity are interconnected and do interact, which produces a wide array of mutable identities that resist rigid definitions. The authors also indicate the attention these intersected issues need.

d)    Entering a Queer Citizenry: Macintosh and Loutzenheiser claim that there is a lot to gain from analyzing and incorporating a queer and anti-oppressive theory. Gay and lesbian issues should not be treated in isolation and need to take part of the education given in schools.

Macintosh and Loutzenheiser conclude their chapter by arguing that a review of the current school space is needed. The authors address the need for a safe space, inclusive for all students, where heteronormativity can be challenged and queer subjectivities can be addressed.    

An action like challenging heteronormativity in schools is not an easy task, but a simple approach can go a long way. Macintosh and Loutzenheiser presented us with good arguments about heteronormativity in school settings and how there is a need to address it. One important aim we should all have as teachers is to challenge not only norms of race and sexuality, but also those of gender, class, nationality, and religion. By not addressing these issues, many students will continue to feel marginalized and excluded. Though I agree with most of their suggestions, I found the article did not present insightful methods as to what we could do as teachers when addressing these issues.

My question for this analysis would be: what methods could we implement in educational organizations when dealing with heteronormative codes? How can we better address gender issues in schools?