On the power of not passing: a queer narrative hermeneutics of higher education leadership

ABSTRACT

This article uses a queer narrative hermeneutic approach to interpret higher education leadership experiences of not passing. Developed through biographical narrative depictions of personal and professional experiences informed by theoretical studies of curriculum and learning and queer cultures and histories, the article distinguishes among different forms and expressions of passing and not passing within the context of leadership experience in higher education. In addition to offering interpretations of past events and experiences of those events, the article includes depictions of alternative ways to include counternormative sensibilities within the contexts of higher education leadership practices.

KEYWORDS:

• queer
• hermeneutics
• narrative
• leadership
• teaching

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1 I use the term “counternormative” to name ways of knowing, being and doing that are intended and perceived as alternative to existing norms associated with categories such as man, woman, gay, straight, fashionable, beautiful, fit, correct, smart (to name a few). Counternormativity exists as an ongoing state of active questioning and possible resisting to ways of knowing, being and doing considered to be required, correct, normal, fashionable, commonsensical, politically correct (to name a few).

2 I use the term “queer diaspora” to refer to the historical and contemporary distribution of persons who identify as counternormative within their sex, sexual, sexuality, attraction, attachment identities and identifications. Following the theorizing of Sedgwick (1990) I do not view these as constrained by category markers used to differentiate among people.

3 I use the word queer to describe persons and/or communities or as a descriptor to describe qualities, social networks and/or epistemologies. I am aware that many persons who do not identify as heterosexual or straight or normative or conforming would not and do not use this descriptor, and that the word queer as a qualifier or descriptor cannot capture the fullness or diversity of that which is being described or qualified. I am politically motivated to use the word “queer” to remember and recognize that the pejorative meaning of that term has been reclaimed and redefined to represent pride that has arisen from the ashes of shame; and, as well, to acknowledge with respect, the diversity of ways within and across different cultures, languages, histories, and situations people have identified and been identified as expressing their identities and identifications as other than heteronormative.

Additional information

Notes on contributors

Dennis Sumara

Dennis Sumara is Professor of Language and Literacy Education at the University of Calgary. Recipient of the Canadian Association of Teacher Education Award for Career research Contributions, his research focuses on imaginative engagement and learning, normative and counternormative discourses in teacher education, and critical arts practice for social change. He is author or co-author numerous articles and books including Why Reading Literature in School Still Matters: Interpretation, Imagination, Insight recipient of the Literacy Research Association Ed Fry Book Award.