Snap

‘Snap’ deploys the queer cliché of becoming-sailor as a trope for recognition in the amorous encounter and literalises the ‘copycat’ as its catalyst. As Girard argues (1973), the human is foremost mimetic: this story makes its claim for originality and authenticity of connection through the playful recycling of cliché.‘Snap’ eschews the relative affectlessness of some metafiction by staging an amorous approach under the shadow of mortality. It exploits the liminal moment of modernist short fiction to summon the ‘manifold’ of experience. Here, love opens a space of intertextual esonance (Costello 2007), including motifs of Genet (masquerade), Duras (haunting) and Maurice Blanchot (the infinite approach), by writing the threshold of encounter as the intensive silence of wond

Riding parallel

This extended poem deploys a mode of ekphrasis to perform queer desire as metonymically proliferative, from the sublime to the abject, but always productive. At the same time, it celebrates this propensity as a mode of positive haunting which multiplies experience through improbable connections across space-time.

(Queer) Deleuzean readings of desire in Australian young adult fiction

This thesis analyses the representation of adolescent girls' friendships in Australian young adult fiction. Through Deleuzean philosophy, the relationships between girls are read as spaces of empowering and unbounded passions which defy binarised distinctions and categorisations. The analysis of these fictional relationships disentangles desire from psychoanalytic lack and uncovers its productivity.

Tales from camp Wilde: queer(y)ing environmental education research

This paper questions the relative silence of queer theory and theorizing in
environmental education research. We explore some possibilities for queering environmental education research by fabricating (and inviting colleagues to fabricate) stories of Camp Wilde, a fictional location that helps us to expose the facticity of the field’s heteronormative constructedness. These stories suggest alternative ways of (re)presenting and (re)producing both the subjects/objects of our inquiries and our identities as researchers. The contributors draw on a variety of theoretical resources from art history, deconstruction, ecofeminism, literary criticism, popular cultural studies, and feminist poststructuralism to perform an orientation to environmental education research that we hope will never be arrested by its categorization as a “new genre.”

Queer trepidations and the art of inclusion

Contemporary research and pedagogy related to sexualities and schooling in Australia, Aotearoa1/New Zealand and the United States often focuses on ways to alleviate homophobia and heterosexism in the hope of creating schools that are more inclusive of lesbian and gay (and very rarely bisexual, transgender and intersex2) (LGBTI) teachers and students. Within this paradigm, the notion of what comprises sexualities is often taken as given. Alternatively, researchers and educators may invoke essentialising narratives in order to make arguments for the inclusion of students and teachers who adopt LGBTI identifications. Drawing on a theoretical framework influenced by the work of Deborah Britzman3 and other queer theorists within and outside education this article interrogates these strategies of inclusion. In particular, I focus on research methodologies and pedagogies related to sexualities and schooling devised in the name of inclusion of young people who identify as lesbian, gay, bisexual or transgender (LGBT)4 in secondary educational contexts. This analysis, which is based on my doctoral studies, commences with a consideration of queer theories and the art of inclusion. Subsequent to this I analyse pedagogies of inclusion and methodologies of inclusion, and, their nexus with queer theories.