My new article with the Journal of Interactive Technology & Pedagogy just launched this morning. You can read Notes from Queer(ing) New York: Refusing Binaries in Online Pedagogy by clicking here or read the abstract below.
In this paper I reflect on the construction and instruction of the outcomes of the Queer(ing) New York course (QNY). The case study of QNY demonstrates the pedagogical work of refusing norms and hierarchies that pedagogical models, particularly online courses, are assumed to maintain. QNY created an open course that queered the binaries of the public/graduate seminar and local/virtual. I draw from queer, feminist, and critical geographic approaches at the moment of the massive, open, online course (MOOC) fervor in order to queer models of online and open education. I also reflect on the impact of the course through in-class notes and data visualizations produced from social media and course analytics. I suggest that queering open education is a pedagogical method that affords scholars ways to examine and refute binaries and, in turn, promote the democratization of knowledge.