Abstract

This article examines a central pedagogical dilemma within queer studies: with an increase in public attention to LGBT concerns (and an investment in the categories that comprise the LGBT rubric), how might we prioritize the complexities of queerness within a social context that tends to privilege discrete designations for identity?

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 303-329
Launched on MUSE
2015-04-16
Open Access
No
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