This article examines a central pedagogical dilemma within queer studies: with an increase in public attention to LGBT concerns (and an investment in the categories that comprise the LGBT rubric), how might we prioritize the complexities of queerness within a social context that tends to privilege discrete designations for identity?
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Michael Borgstrom; Queerness without Intimacy: LGBT Studies and the Lesson of The Hermaphrodite. Pedagogy 1 April 2015; 15 (2): 303–329. doi: https://doi.org/10.1215/15314200-2845049
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