Fox, Ragan. (2013). “Homo”-work: Queering academic communication and communicating queer in academia. Text and Performance Quarterly, 33(1), 58-76.
Fox uses narrative inquiry into many of his experiences of communication in pedagogy and in other academic spaces to develop a queer pedagogy that examines the peri-performative aspects of queer communication.
Keywords: Queer, Queer Rhetorics, Queer Theory, Rhetoric, Communication
Yep, Gust A. (2002). From homophobia and heterosexism to heteronormativity: Toward the development of a model of queer interventions in the university classroom. Journal of Lesbian Studies, 6(3-4), 163-76.
“Some may not understand what it means to ‘‘queer’’ a statement of teaching philosophy because queer epistemologies continue to be marginalized in academia, and some queer instructors *myself included*sometimes feel personally attacked or insulted when colleagues and students do not understand queer theory’s relevance and intricacies” (p. 60).
“Like queer people, peri-performative discourse exists in the margins, speaks the master language (the explicit performative), and potentially disrupts performativity’s habituated reiteration” (p. 62).
“Queering pedagogy involves revealing the wizard behind academia’s curtain. Periperformative communication draws attention to implicative performance, noting who is implicated in performative speech and what discourse is cited in a particular speech act. By investigating speech about queer speech, we come to understand a primary way that epistemology and identity are co-constituted and maintained” (p. 71).