68 KB307 KB66 KB200620202011Pan, Majaletnik:22številka:3/4str. 105-129, 205-206ISSN:1581-6036COBISSID:2282583URN:URN:NBN:SI:doc-UPFWOSHGslSlovensko društvo raziskovalcev šolskega poljaŠolsko poljeeducationfeministična pedagogikagenderhomofobijahomophobiaperformativityperformativnostqueerqueer feminist pedagogyrazlike med spolomaspolvzgoja in izobraževanje"Rečeno - storjeno"| performativnost spola (telesa) v jeziku kot praksa pričevanja v šoli|The analysis of homophobic hate speech in school through the prism of performativity theory, based on Judith Butlerćs interdisciplinary philosophy of gender, is a critical complement to two analytical assessments of the intersection of minority sexualities and school already discussed elsewhere (Pan, 2009 and 2010). These articles emphasise axiological aspects (values of the dominant environment) and epistemological aspects (Donna Haraway's concept of situated knowledge behind the metaphor of searching for a silver axe on a silver moon) of homophobic and hetero-normative discourses, as evidenced in seven years of non-systematic educational work in the classroom (Pan, 2007). Combined with my own paradigmatic examples of homophobic speech in the school environment, the fundamental strategy of revealing the constitutive elements and forces in Judith Butler's concept of injurious speech opens up a critical perspective on current diffi culties in anti-discriminatory education on gender and minority sexualities. It transmits and executes a specific performative of witnessing, as conceptualized by Shoshana Felman, and positions the learning process at a meaningful juncture of crisis and pedagogy that allows LGBT youth in school to find their own voice and discover the possibility of resisting normative and repressive forms of gender and sexual materialities. This, in return, redirects the question of responsibility towards school and the family, the self-declared bastions of security in the current culture wars "for children",and exposes them as co-originators of traumaAnaliza sovražnega homofobičnega govora v šoli skozi teorijo performativnosti spola, utemeljeni na interdisciplinarni fi lozofi ji spola J. Butler, bistveno dopolnjuje dva že obravnavana pristopa k spregi manjšinske seksualnosti in šole (Pan, 2009 in 2010), kjer so izpostavljeni aksiološki (vrednote v vrednotno normiranem dominantnem okolju) ter kritično epistemološki (umeščenost vednosti D. Haraway v prispodobi iskanja srebrne sekire na srebrnem mesecu) vidiki homofobičnega in heteronormativnega diskurza, zasnovanega na izkustvu nesistematičnega izobraževalnega dela v razredu (Pan, 2007) v zadnjih sedmih letih. Osnovna strategija razkrivanja konstitutivnih dejavnikov in moči v analizi ranjujočega/ranljivega govora (injurious speech) Judith Butler se skozi lastne paradigmatske primere homofobičnega govora v šolskem okolju izteka v kritično razmišljanje o problematičnem aktualnem položaju antidiskriminacijskega učenja na temo spola in manjšinskih seksualnosti pri nas. Na ta način tudi sama izvaja in prenaša svojstven performativ pričevanja, v pomenu, kakor ga zastavlja Shoshana Felman: proces učenja pozicionira v pomenljiv preplet krize in pedagogike. To je perspektiva učenja, ki utegne mladim LGBT osebam v šolah vrniti glas in možnost upora proti normativnim in represivnim oblikam spolnih in seksualnih materialnosti. S tem se na šolo in družino, ki se v trenutnem kulturnem boju "za otroke" populistično razglašata za trdnjavi varovanja slednjih, zaobrača vprašanje odgovornosti do travme, ki jo sami dejansko sopogojujetaTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaSlovensko društvo raziskovalcev šolskega polja