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• W61595486 abstract "Within and outside educational settings heterosexual/homosexual binary continues to be sustained by those who identify as and those who identify as non-heterosexual. This binary tends to reinscribe familiar knowledge that there are straight people and there are gay people, and that these two groups are inherently different. For Butler (1997b) sexual subjects are interpellated through this essentialising binary, which is simultaneously injurious and condition of existence. This paper makes some suggestions regarding how an Australian public art project entitled hetero![c] has been utilized as a pedagogical device to both unsettle and, potentially, reinscribe this binary. In addition, paper seeks to explain persistence of this binary, in research and pedagogy, through a reading of Judith Butler's theorization of passionate attachments to (Butler 1997b). Introduction I can no longer remember exactly when I first saw hetero pictures but I quickly became passionately attached. I thought they could be a fabulous addition to introduction to Gender Studies course that I was then teaching. These pictures had elements of a useful pedagogical device: they were engaging, as well as being provocative, fun, and ironic. Moreover, they suggested an effective pathway to introducing often-discomforting topic of queer theory to my students. Later, I endeavoured to theorize types of resistance I encountered when I sought to introduce these images into classroom. Why didn't students seem to share my enthusiasm for broader project of unpacking heterosexual/homosexual binary? How could such a fabulous device fail to involve students in a sophisticated discussion of sexual subjectivity? In this paper I contemplate questions posed above through a consideration of Judith Butler's controversial explanation of the desire for subjection, or what she terms gender melancholy (Butler 1997b, 140). I consider how this theorization of subject might be instructive in understanding some of processes that underpin pedagogy related to, and necessarily involving, sexual subjects. (2) Following on from this I consider how this theorization of subjection has influenced production of educational research related to sexualities and schooling. I commence with a detailed discussion of hetero images. These images prompted this study of some of prohibitions that appear to be associated with pedagogy and sexuality, and together they constitute an imaginative public pedagogy and a valuable attempt to denaturalise heterosexuality. Hey, Hetero! Devised for Sydney Gay and Lesbian Mardi Gras (SGLMG) in 2001, hetero! project involved six photos with text. These pieces appeared in 30 illuminated public advertising spaces in Sydney streets, a city station billboard, magazines, 40,000 Avant postcards [which are distributed freely through cafes and restaurants], two formal exhibition spaces, and online in February-March 2001 (Kelly and Fiveash 2001). (3) The interpellation hetero! introduces each piece, specifically hailing people, who as Kelly notes in a webcast interview, don't usually think of themselves as a group with their own particular attributes, culture and rituals (Kelly 2001). In developing hetero! project Kelly and Fiveash (2001) state that they deliberately mimicked genres of advertising in an attempt to access: public attention accorded to commercial messages and denied to 'Art' ... The project uses production values which replicate standards of advertising: gleaming, stylised photography; sophisticated typography, copy writing and design. In this way familiar, ubiquitous cultural artefact of advertising is invested with new agency: to participate in and broaden discourses around sexuality which currently preoccupy urban centres around world. …" @default.
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• W61595486 date "2005-06-22" @default.
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• W61595486 title "Heterosexuality and gender melancholy: unsettling passionate attachments to subjection" @default.
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