Negotiating queer and religious identities in higher education: queering "Progression" in the "University Experience"

Yvette Taylor, Emily Falconer

Research output: Contribution to journalArticle

Abstract

This paper addresses the negotiation of ‘queer religious’ student identities in UK Higher Education. The ‘university experience’ has generally been characterised as a period of intense transformation and self-exploration, with complex and overlapping personal and social influences significantly shaping educational spaces, subjects and subjectivities. Engaging with ideas about progressive tolerance and becoming, often contrasted against ‘backwards’ religious-homophobia as a sentiment/space/subject ‘outside’ of education (Rasmussen, 2010), this paper follows the experiences and expectations of queer Christian students . In asking if notions of ‘queering higher education’ (Renn, 2010; Case et al., 2012; Rumens, 2014, Taylor, 2013a) ‘fit’ with queer identifying religious youth, it explores how educational experiences are narrated and made sense of as ‘progressive’. Educational transitions allow (some) sexual-religious subjects to negotiate identities more freely, albeit with ongoing constraints. Yet perceptions of what, where and who, is deemed ‘progressive’ and ‘backwards’ with regard to sexuality and religion need to be met with caution, where the ‘university experience’ can shape and shake sexual-religious identity.
LanguageEnglish
JournalBritish Journal of Sociology of Education
Publication statusAccepted/In press - 24 Feb 2016

Fingerprint

education
experience
university
subjectivity
tolerance
sexuality
student
Religion
homophobia

Keywords

  • sexuality
  • religion
  • education
  • queer youth
  • transitions
  • diversity

Cite this

@article{3f1f43450d4e48179b7235fe99dac7e6,
title = "Negotiating queer and religious identities in higher education: queering {"}Progression{"} in the {"}University Experience{"}",
abstract = "This paper addresses the negotiation of ‘queer religious’ student identities in UK Higher Education. The ‘university experience’ has generally been characterised as a period of intense transformation and self-exploration, with complex and overlapping personal and social influences significantly shaping educational spaces, subjects and subjectivities. Engaging with ideas about progressive tolerance and becoming, often contrasted against ‘backwards’ religious-homophobia as a sentiment/space/subject ‘outside’ of education (Rasmussen, 2010), this paper follows the experiences and expectations of queer Christian students . In asking if notions of ‘queering higher education’ (Renn, 2010; Case et al., 2012; Rumens, 2014, Taylor, 2013a) ‘fit’ with queer identifying religious youth, it explores how educational experiences are narrated and made sense of as ‘progressive’. Educational transitions allow (some) sexual-religious subjects to negotiate identities more freely, albeit with ongoing constraints. Yet perceptions of what, where and who, is deemed ‘progressive’ and ‘backwards’ with regard to sexuality and religion need to be met with caution, where the ‘university experience’ can shape and shake sexual-religious identity.",
keywords = "sexuality, religion, education, queer youth, transitions, diversity",
author = "Yvette Taylor and Emily Falconer",
year = "2016",
month = "2",
day = "24",
language = "English",
journal = "British Journal of Sociology of Education",
issn = "0142-5692",

}

TY - JOUR

T1 - Negotiating queer and religious identities in higher education

T2 - British Journal of Sociology of Education

AU - Taylor, Yvette

AU - Falconer, Emily

PY - 2016/2/24

Y1 - 2016/2/24

N2 - This paper addresses the negotiation of ‘queer religious’ student identities in UK Higher Education. The ‘university experience’ has generally been characterised as a period of intense transformation and self-exploration, with complex and overlapping personal and social influences significantly shaping educational spaces, subjects and subjectivities. Engaging with ideas about progressive tolerance and becoming, often contrasted against ‘backwards’ religious-homophobia as a sentiment/space/subject ‘outside’ of education (Rasmussen, 2010), this paper follows the experiences and expectations of queer Christian students . In asking if notions of ‘queering higher education’ (Renn, 2010; Case et al., 2012; Rumens, 2014, Taylor, 2013a) ‘fit’ with queer identifying religious youth, it explores how educational experiences are narrated and made sense of as ‘progressive’. Educational transitions allow (some) sexual-religious subjects to negotiate identities more freely, albeit with ongoing constraints. Yet perceptions of what, where and who, is deemed ‘progressive’ and ‘backwards’ with regard to sexuality and religion need to be met with caution, where the ‘university experience’ can shape and shake sexual-religious identity.

AB - This paper addresses the negotiation of ‘queer religious’ student identities in UK Higher Education. The ‘university experience’ has generally been characterised as a period of intense transformation and self-exploration, with complex and overlapping personal and social influences significantly shaping educational spaces, subjects and subjectivities. Engaging with ideas about progressive tolerance and becoming, often contrasted against ‘backwards’ religious-homophobia as a sentiment/space/subject ‘outside’ of education (Rasmussen, 2010), this paper follows the experiences and expectations of queer Christian students . In asking if notions of ‘queering higher education’ (Renn, 2010; Case et al., 2012; Rumens, 2014, Taylor, 2013a) ‘fit’ with queer identifying religious youth, it explores how educational experiences are narrated and made sense of as ‘progressive’. Educational transitions allow (some) sexual-religious subjects to negotiate identities more freely, albeit with ongoing constraints. Yet perceptions of what, where and who, is deemed ‘progressive’ and ‘backwards’ with regard to sexuality and religion need to be met with caution, where the ‘university experience’ can shape and shake sexual-religious identity.

KW - sexuality

KW - religion

KW - education

KW - queer youth

KW - transitions

KW - diversity

UR - http://www.tandfonline.com/toc/cbse20/current

M3 - Article

JO - British Journal of Sociology of Education

JF - British Journal of Sociology of Education

SN - 0142-5692

ER -