Queering Childhood, 2017

Welcome to the website for Queering Childhood, an ExCollege class taught at Tufts University in Spring 2017. My name is Elise Sommers, I designed and taught the course with the support of professors, friends, and communities both in and out of Tufts. By making the syllabus and readings available in this platform I hope that this content can be useful to teachers and learners in a broader context. Please use the curriculum, use the texts, and give credit where it's due (to me and the many incredible knowledge-makers collected in this syllabus).

Below on this page is the full syllabus, then each following blog post will detail our material for each week. Please feel free to comment and/or reach out with questions and thoughts!


EXP-0007-PS, Spring, 2017
Braker 113, M 6:30-9:00PM
Elise Sommers

“and thus it will go on, so long as children are gay and innocent and heartless.”
Course Description
For queer people, childhood can be something that is both ever present and ever distant - part of ourselves we are removed from, yet embracing a queerness that is cast as ever backwards, ever childlike. Children challenge our binaries of gender, age, sexuality, and innocence. Children simultaneously create and are created by the world around them. Children are the unseen-yet-present side; they embody hypocrisies at every turn. And in the tension between theory and practice - what are the experiences of queer children?
This class will strive to intertwine constructions of the queer Child in society with the lives of queer children around us. Through picture books, theory, music, tv shows, and other modes of cultural communication we will analyze ways heteronormative, White supremacist, and capitalist norms are indoctrinated, as well as the ways to push back and resist. Over three units, we will explore narratives by, about, and for children, unequal constructions of racial innocence, adolescence and coming out stories, and queer families. How are children used to villainize queerness? What does it mean to grow up and do we? How does race inform the prescription of innocence on bodies? In what ways are children inherently queer? How can we nurture loving, queer futures for the children in our lives?

Our understanding of theory will be centrally framed around personal experience, with the intention of building class community. Through journaling, small group discussion, and reflective activities students will be encouraged to delve into their own childhoods to inform their understanding of the texts, and vice versa, to use texts to inform their understanding of their childhoods.


REQUIRED TEXTS (not posted on Trunk)
  • Ryan Conrad, ed, Against Equality: Queer Revolution, Not Mere Inclusion, AK Press, 2014. (https://www.akpress.org/againstequality-5365.html)
  • Cristy C. Road, Spit and Passion, Feminist Press, 2012. (http://www.feministpress.org/books-n-z/spit-and-passion)
Optional (excerpts posted on Trunk):
  • Steve Bruhm, Natasha Hurley, ed., Curiouser: On the Queerness of Children (https://www.upress.umn.edu/book-division/books/curiouser)
  • Matt Hern, ed., Stay Solid! A Radical Handbook for Youth (https://www.akpress.org/staysolid.html)

RUBRIC
Participation (in class, small group), Reflections and Responses (Texts and class activities), Mini-Presentation, Midterm Project, Final
ACCESS & ACCOMMODATIONS
I am committed to making a learning environment in which everyone can participate and engage as their full selves. I hope to make this possible through using a range of media and activities each week to open access points for different learners. Students may need to change their participation, pace, or methods for many reasons - all reasons for this are valid and important, I just ask that you communicate your needs with me to the extent that you feel comfortable. If you have any access needs that I can support through changing any aspect of my teaching, classroom set up, or assignments please let me know. You are welcome and encouraged to reach out (in class or privately), and I will do my best to support your needs! You do not need to have or share a diagnosis/proof/reason for making your needs known. You deserve to learn however works best for you at any point in time.
Disabled students/students with disabilities are also able to register with the Student Accessibility Services Office. Their policy is: “Reasonable accommodations are afforded to any student who is registered with the Student Accessibility Services Office, who has been deemed eligible by the Director of the Student Accessibility Services in accordance with Tufts policies, and in accordance with State and Federal regulations. Accommodations must be requested by the student, and be pertinent to the student’s documented disability, and must not substantially alter the educational program, intent, process, nor be an administrative burden to execute for the parties involved.” Again, contact with the Student Accessibility Services Office is not necessary for accommodations in this class.
SAFE(ER) SPACE
This class strives to be an open and affirming safe(er) space for students from any/all marginalized identity, experience, and/or community. I recognize that no space can be fully safe, but I am working to be as welcoming and supportive as possible (feedback welcome and encouraged). I recognize that as a White middle class teacher who holds many other privileged identities, I bring those identities with me into the room, even as we work collectively to question, uproot, and dismantle the systems behind these locations of power. Everyone is always learning and growing, and many students may disagree with each other and me - this may lead to comments and opinions that are personally upsetting to students in the class. I am committed to affirming the value and worth of all the students in the class. Accordingly, any forms of bigotry are unacceptable. I strive to make this space accessible to, inclusive of, and affirming of queer, trans, fat, disabled, BIPoC (Black, Indigenous, and People of Color), and gender identities, as well as all kinds of bodies/minds. I strive to center marginalized experiences and identities, including those who are or have been no or low-income or have experienced specific traumas.
In this class we will spend significant time discussing material that relates to many forms of violence including but not limited to: White supremacy, queerphobia, transphobia, child sexual assault, war, ableism, prisons and police. I provide content notes/trigger warnings in advance of materials that may be disturbing or retraumatizing so that students can make informed choices about participation, engagement, and taking breaks. If you need more specific content warnings, please to contact me. Students are encouraged to take the time and space they need - emotional labor IS real labor and this class values it as such.
PARTICIPATION
Because this is a discussion based class, attendance and participation is super important to success! Participation is evaluated on preparedness, active engagement with texts, interaction with other students’ ideas (question asking, response), and attendance.
SMALL GROUP: Class time is limited and limiting for full discussion of our subjects! Meeting in weekly small groups both allows for new dynamics and opportunities for vulnerability, and creates more open space for students to be in charge of their learning. Much of the material we read is personal, is emotional, is complicated - use the other people in the class to build community. Another highly encouraged option is to divide readings among your small group and swap notes. Small groups will report back at the beginning of each class. Meetings can look many ways -  note sharing, processing, meals, one-to-ones, group video viewing, field trips, discussions, etc. Get creative and have fun!
ATTENDANCE POLICY: Participation is such a key aspect of deeply connecting to the course material, attendance is mandatory. If you know you will be absent/late please let me know in advance. If attendance/timeliness is a more regular issue for you, please reach out to me and we can find alternative solutions!
GRADING
This class is interested in exploring alternative, holistic evaluation methods. As such no number or letter grades will be given unless requested individually by the student. Feedback will be given through rubrics, oral, and written responses.
ASSIGNMENTS
REFLECTIONS
Reflections offer an opportunity for students to engage critically with texts. 5 reflections are expected throughout the semester, due on Trunk before the class that day. Reflection can take many forms - written, drawn, spoken, etc. Whichever media you choose to reflect through, please upload a format to Trunk (if visual/artistic please include a short written piece). On days you choose not to write a reflection, please read and respond to at least one classmate’s post.
As well as the 5 text reflections, please write two additional written reflections on outside of class activities like observing visiting the Somerville Public Library, life experiences with friends/other classes/professors/family, and/or attendance to event(s) relating to queerness/children on campus. Total: 7 reflections, 6 responses to classmates’ reflections
MINI-PRESENTATIONS
Education is a communal endeavor! Mini-presentations will be used for students to lead other students through a learning process. In small groups, students will relate short picture books and videos to the daily readings and themes. Presentations should be 15-20 minutes in length and will be evaluated based on depth, relevance, and interaction with the class.
MIDTERM PROJECT
To conclude our first unit on socializing narratives for children, students will be asked to write a detailed analyzation of the messages and themes of juvenile literature. The project will consist of both in class and at home activities, beginning with a class trip to the Somerville Public Library. Using books* found on the class trip, incorporate themes of disidentification, queerness, race, hetero-reproduction (ie “family values”), etc. into a more extended paper. Choose either a chapter book or several picture books that were significant in your own childhood to write a 6-8 page analysis of social messages communicated combined with your own personal reactions and reflections on it. *if written texts aren’t resonant with your childhood, pick another child-oriented form of media like TV, music, movies, etc.
FINAL
Your final project is an opportunity to explore a topic of interest more deeply. Pick a connection, a reading, a theme that draws you and dig into it! Required components are: Creative medium, curriculum, process paper, and reflection

COURSE CALENDAR
Content warning: many of these readings deal with White supremacy, child sexual assault, pedophilia, homophobia and anti-queer violence, transphobia and transphobic violence, anti-Black violence, suicide, genocide, ableism and ableist violence, prisons, police, police brutality, and/or eugenics

A note on readings: I have PDFs and/or links to most of the pieces on the list! If you want to read them but are having trouble with access please reach out and I’m happy to share! ***books marked with an asterix are available in the class book box at the LGBT center***

UNIT 1: HOW DO WE READ QUEERNESS?
Week 1: Building Class Community
Week 2: Who is the queer child?
    • AnnaMarie Jagose, “Queer Theory: An Introduction,” Intro, Ch 2, Ch 7 pages 96-100 (queer identity subheading)
    • Robin Bernstein, “Introduction,” from Racial Innocence (cw: slavery, eugenics)
    • National Geographic, “The Gender Revolution” (focus on the pictures)*
    • Optional:
Week 3: How is queerness coded?
    • Lesléa Newman, The Boy Who Cried Fabulous*
    • Kathryn Bond Stockton, “Growing Sideways, or Versions of the Queer Child,” from Curiouser (pg 277-298 ) (cw: suicide imagery)
    • Watch: “The Celluloid Closet” (cw: homophobia, transphobia, anti-queer violence, suicide)
Week 4: What is disidentification?
UNIT 2: HOW IS INNOCENCE CONSTRUCTED?
Class #5, Feb 23: Queered by the system
    • Mini-Presentation: Kai Davis, “Homicidal Rainbow” (cw: violence, school shootings, anti-queer violence)
    • Cathy Cohen, “Punks, Bulldaggers, and Welfare Queens”
    • Erica R. Meiners, “The Trouble with the Child and the Carceral State” (cw: anti-Black violence, suicide, prisons)
Class #6, Feb 27: Children in cultural genocide, cultural revival: Library Assignment Due
    • Mini-Presentation: Friends from the Other Side / Amigos del Otro Lado, Gloria Anzaldua* (cw: immigration police violence)
    • Gloria Anzaldúa, Chapter 5 from Borderlands/La Frontera: The New Mestiza
Week 7, Mar 6: Protect the children
Class #8, Mar 13: Sexual innocence
    • Mini-Presentation: Andrea Gibson, “Swingset”
    • Mary Zaborskis, “Age Drag”
    • Last two articles from Against Equality, “Prisons Will Not Protect You”* (cw: queerphobia, prisons, pedophilia)
    • James R. Kincaid, “Producing Erotic Children,” from Curiouser (cw: pedophilia, child sexual assault)
    • Burk, “Teaching Consent”
    • De Melker, “The Case for Starting Sex Ed in Kindergarten”
    • ACCM, “Inclusive Sex Ed Language Checklist”
    • NSVRC, “An Overview of Healthy Childhood Sexual Development”
    • NCTSN, “Sexual Development and Behavior in Children”
    • Watch: Toddlers and Tiaras, “Precious Moments Pageants”
    • Watch: For Harriet, “How Dare You Call Blue Ivy Ugly” (cw: misogynoir)
    • Optional: The Heart, “How to Become a Princess” (super highly recommended and pretty short!)
    • Optional: Richard D. Mohr, “The Pedophilia of Everyday Life,” from Curiouser (cw: pedophilia)
Class #9, Mar 27: Asexuality, deviance, violence in disabled/queer/kid space
    • Eunjung Kim, “Asexuality in Disability Narratives” (cw: ableism)
    • Mia Mingus, “Changing the Framework: Disability Justice”
    • Stay Solid!, Mia Mingus, pg 207
    • Stay Solid!, Hildebrant, pg292-293 (cw: fatphobia)
    • Robert McRuer, “Compulsory Able-Bodiedness and Queer/Disabled Existence”
    • Michel Desjardins, “The Sexualized Body of the Child” from Sex and Disability (cw: ableism, eugenics, compulsory sterilization)
    • Meda Kahn, Strange Horizons “Difference of Opinion”
    • Joe Kadi, “Making Sense of My Happy Childhood/Creating Theory,” from Thinking Class (cw: explicit descriptions of child sexual assault)
    • Cyrée Jarelle Johnson, Social Silence and Child Sexual Abuse (cw: child sexual assault)
    • Optional: Cyrée Jarelle Johnson, “Disease is Not a Metaphor” (cw: ableism)
    • Optional: Alison Kafer, “Debating Feminist Futures” (cw: ableist, eugenicist, queerphobic rhetoric)
UNIT 3: HOW DO WE UNDERSTAND QUEER EXISTENCE?
Class #10, Apr 3: The closet and coming out
    • Cristy C Road, Spit and Passion (full book) (cw: queerphobia)
    • Darnell Moore, “Coming Out or Inviting In?” (cw: mentions of racism, suicide)
    • Stay Solid, a letter to adults/a letter to teens, pg 24-25
    • Optional: Marlon Ross, “Beyond the Closet as Raceless Paradigm”
Class #11, Apr 10: Queer feelings
    • Mini-Presentation: Sez Me, L O L
    • Sara Ahmed, “Unhappy Queers” (cw: suicide, queerphobia)
    • Leah Lakshmi Piepzna-Samarasinha, “Suicidal Ideation 2.0” (cw: suicide)
    • Beck Levy, “Suicide didn’t kill me but capitalism might” (cw: suicide, ableist, capitalist violence)
    • Darnell Moore, “The Queer Shame and Shame Queered”
    • Stay Solid! Reynolds, pg276
    • Stay Solid, At 15, 77-78
    • Stay Solid, Dewi Oka, 187 (cw: rape)
    • Watch: Free to Be You and Me, “It’s Alright to Cry”
Class #12, Apr 24: Queer families, queering family
    • Mini-Presenation: Cheryl Kilodavis, “Princess Boy”*
    • Watch: Paris is Burning (cw: transphobic violence)
    • bell hooks, “Is Paris Burning?”
    • Marlon M. Bailey, Butch Queen Up in Pumps, “Introduction,” pg 1-9 (end@”Why Detroit?”
    • Eli Clare, “Losing Home” (cw: queerphobic violence, sexual assault)
    • Liz Rosenberg, “Monster Mama”*
    • Against Equality, Queer Critiques of Gay Marriage*
    • Allison Brewyahs, “You Don’t Seem Like a Mom”
    • Cyrée Jarelle Johnson, My Father is a Butch Dyke (cw: intimate partner violence)
    • Mia Mingus, “Pods and Pod Mapping Worksheet” (cw: abuse)
    • Watch: Free to Be You and Me, “William Wants a Doll”
    • Optional: Marlon M. Bailey, Butch Queen Up in Pumps, “From Home to House”
Class #13, May 1: Kids resistance and capitalism
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