Sortie du placard et entrée en quarantaine : Histoires d’isolement et enseignement
Mots-clés :
COVID-19, performatif, outsider-within, enquête queer, pédagogie queer , isolement socialRésumé
Le fait d’être queer peut comporter des moments d’isolement : absence d’intégration aux rites de passage hétéronormatifs, indécision au sujet de quand et comment sortir du placard dans le milieu universitaire, et maintenant, gestion des difficultés entraînées par la distanciation sociale imposée par les autorités dans le cadre d’une pandémie mondiale. Bien que l’isolement soit une expérience humaine commune, pour les personnes queer, il fait souvent partie intégrante de leur histoire et laisse des cicatrices durables. Les expériences d’isolement, de solitude et d’altérité ont de graves conséquences. Par le biais d’une enquête autoethnographique sur les personnes queer, nous explorons l’isolement et la manière dont il façonne l’enseignement et l’apprentissage. En nous appuyant sur les concepts de « marginal dedans » (outsider-within) et d’étrangeté (uncanny), et en distinguant l’isolement de l’isolation et de la solitude, nous partageons nos histoires personnelles d’isolement dans la perspective d’un « je » performatif, en examinant comment nos philosophies et nos pratiques pédagogiques reflètent inévitablement nos expériences queer. Issus de différentes disciplines, nous nous sommes rencontrés à cause de la pandémie de COVID-19, qui a suscité un retour à d’anciennes formes d’isolement social et en a créé de nouvelles – l’ancienne étant l’expérience de grandir en tant que personne queer et la nouvelle étant l’enseignement en ligne. De nos différents points de vue au-delà du fossé générationnel, nous retraçons les expériences troublantes d’être queer et d’enseigner dans nos bulles COVID, et nous tentons de naviguer en toute sécurité, pour nous et nos étudiants, au sein du manque de connexion et de l’isolement.
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