Dis/Integrating the Gay/Queer Binary: “Reconstructed Identity Politics” for a Performative Pedagogy

Explores some queer and performative objections, challenges, and counterproposals to the identity-based pedagogies still dominating composition studies and closely related fields, bringing to the foreground pedagogies that take the instability of identity as a starting point and move toward even greater deconstruction. Proposes a tentative theoretical (re)solution that dis/integrates the binary underlying these “two” approaches to praxis.