PERC 2022 Abstract Detail Page
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| Abstract Title: | Leveraging queer epistemic subjectivity to advance justice through physics teaching |
|---|---|
| Abstract Type: | Plenary |
| Abstract: | In this plenary, we model a physics lesson exploring wave and particle properties of light. This teaching exposition exemplifies how queer theory can guide instruction that de-stabilizes binaries, absolutes, and power inequalities within both physics content and classroom social dynamics to promote inclusive, identity-affirming opportunities to learn. Concurrent with the lesson, we narrate our pedagogical reasoning, including how physics education research and queer theory informed the lesson design, as well as how we negotiated constraints (e.g., limited race and gender diversity in physics resources). We conclude by illustrating how instruction in our lesson makes space for complex understandings of science, which expand educational opportunities that affirm queer and trans* students' diverse and dynamic social realities as physics learners. |
| Session Time: | AAPT Bridging Session |
| Room: | Ambassador Ballroom |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
R. Taylor McNeill Vanderbilt University Nashville, TN 37207 |
| Co-Author(s) and Co-Presenter(s) |
Luis A. Leyva (he/him), Vanderbilt University Gary White (he/him), George Washington University Nicollette D. Mitchell (she/her), Vanderbilt University |
