Activism in the Queer Biblical Studies Classroom

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Abstract

This article serves as an injunction for queer biblical studies to be reclaimed and mobilised as activist practice. First, I discuss the application and activist potential of queer theory – in and beyond the academy. To address concerns around queer elitism, I argue how rupturing the binary between theory and practice recharges the accessibility and the activist potential of queer. In my discussion of queer pedagogy in the biblical studies classroom, I offer practical strategies based on queer commentaries in teaching and learning. I explore the notions of risk, experimentation and failure, as well as of tackling specific issues relating to resistance to queer biblical criticism based on religious faith. Moreover, I consider how flipped learning theory can offer a personalised and holistic approach to queer studies. In emphasising the value of queer biblical studies as activist practice, I stress inclusion, intersectionality and student-educator parity as important elements in this project. In detailing my commitment to activism, I conclude that true commitment to social justice means that researchers aspire for their work to be irrelevant to future audiences: When the work of activist academics becomes irrelevant, it means scholarship has effected change, with social justice becoming realised rather than wish-ideology.
Original languageEnglish
Article number7
Pages (from-to)107-126
Number of pages20
JournalJournal of Interdisciplinary Biblical Studies
Volume2
Issue number1
Early online date3 Sep 2020
Publication statusPublished - 3 Sep 2020

Keywords

  • activism
  • methodsplaining
  • risk
  • flipped learning
  • queer theory

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