Re-Queering Queer Youth Development: A Post-Developmental Approach to Childhood and Pedagogy

Abstract

Contemporary reflection on queer-radical and queer-deconstructionist curricula has only marginally included a radical deconstruction of the principle of curricula itself. This article explores this “hidden discourse” by referencing the idea of curricular subjectivity and proposes a contextualizing perspective on the politicized interplay between psychogenetic (“developmental”) and socio-genetic (historical) notions of the “queer.” Taking the notion of the child as a proto-queer, it offers a queer ramification of maturity and its politicized calculus.

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