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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
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