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Critical Queer Pedagogy for Social Justice in Catholic Education

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Critical Queer Pedagogy for Social Justice in Catholic Education LMU/LLS Theses and Dissertations Spring April 2014 A Place to Belong: Critical Queer Pedagogy for Social Justice in Catholic Education Roydavid Villanueva Quinto Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/etd Part of the Education Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons, and the Religion Commons Recommended Citation Quinto, Roydavid Villanueva, "A Place to Belong: Critical Queer Pedagogy for Social Justice in Catholic Education" (2014). LMU/LLS Theses and Dissertations. 202. https://digitalcommons.lmu.edu/etd/202 This Dissertation is brought to you for free and open access by Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in LMU/LLS Theses and Dissertations by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. LOYOLA MARYMOUNT UNIVERSITY A Place to Belong: Critical Queer Pedagogy for Social Justice in Catholic Education by Roydavid Quinto A dissertation presented to the Faculty of the School of Education, Loyola Marymount University, in partial satisfaction of the requirements for the degree Doctor of Education 2014 A Place to Belong: Critical Queer Pedagogy for Social Justice in Catholic Education Copyright © 2014 by Roydavid Quinto ABSTRACT A Place to Belong: Critical Queer Pedagogy for Social Justice in Catholic Education by Roydavid Quinto A growing number of gay and lesbian children attend Catholic schools throughout the United States; and an untold number of gay and lesbian children in Catholic schools are experiencing harassment, violence, and prejudice because of their sexual orientation or gender non-conformity. Whether due to their size, strong sense of community, or making special considerations for vulnerable students, Catholic schools seem to be the best equipped to address these issues, but all of the research points to such schools enacting policies of silence and suppression. This study specifically explores why Catholic teachings on sexuality and social justice have may have been unable to compel Catholic schools to do more to understand and support gay and lesbian children. In addition to looking at traditional Catholic teaching, this project also engages non-traditional approaches to scholarship and theology, with an eye towards creating a new theoretical framework that can serve as the basis of a new pedagogical space within Catholic schools in which gay and lesbian children can affirm both their sexual identity and their Catholic identity. ii Loyola Marymount University School of Education Los Angeles, CA 90045 This dissertation written by Roydavid Quinto, under the direction of the Dissertation Committee, is approved and accepted by all committee members, in partial fulfillment of requirements for the degree of Doctor of Education. iii ACKNOWLEDGEMENTS This study would not have been possible without my parents. If it was not for their unwavering commitment to my education, the many lively discussions around the dinner table, and introducing me to a faith that believes in a God of love, hope and charity then, I would not have been able to achieve this milestone. They may not always agree with me but I know they will always love me. Thank you Mom and Dad. I would also like to thank Professor Darder. She has been my mentor and guide throughout this process. Whenever I began to compromise my voice, entertained doubts, veer off course, or give up on the project all together she was there... her belief in my abilities and her commitment to my project kept me on the right path. I truly believe that if it were not for her uncompromising commitment to our gay and lesbian children in Catholic schools this project would not have happened. Finally to Frank, for staying out of my way, reminding me about the consequences of not sticking to a 3-year dissertation timeline, taking care of the dogs, pretending to listen to my ideas, consistently suggesting my entire project was one big lit review, and patiently sticking around on the off chance I would take a break from writing. Well, Frank, I’m finally done. iv DEDICATION I dedicate this dissertation to all of my Catholic school colleagues who are courageously fighting for a vision of Catholic Social Justice in their classrooms so that all children will come to appreciate their Catholic faith as an unending source of love, hope, and forgiveness. v TABLE OF CONTENTS Page ABSTRACT ................................................................................................................................... ii ACKNOWLEDGEMENTS ........................................................................................................ iv DEDICATION ............................................................................................................................... v TABLE OF FIGURES ................................................................................................................. ix CHAPTER ONE: ANSWERING QUESTIONS WITH SILENCE ......................................... 1 Statement of Problem .................................................................................................................. 4 Silence in Catholic Schools ........................................................................................................ 6 Research Questions ..................................................................................................................... 8 Methodology and Theoretical Framework ................................................................................. 8 Interpretive Theoretical Approach .......................................................................................... 9 The Bodies of Literature ........................................................................................................... 10 Mission of Catholic Schools ................................................................................................. 10 Catholic Social Justice .......................................................................................................... 11 Queer Theological Theory .................................................................................................... 12 Critical Pedagogy .................................................................................................................. 13 Terminology .............................................................................................................................. 15 Dissertation Framework ............................................................................................................ 16 CHAPTER TWO: THE VOICE OF THE FAITHFUL .......................................................... 19 Gays and Lesbians in Catholic Schools .................................................................................... 22 Automatically Sinful ................................................................................................................. 28 Double Standard of Morality .................................................................................................... 31 Sexuality, Tradition, and Scripture ........................................................................................... 33 The Vatican and the American Bishops ................................................................................... 36 Scripture .................................................................................................................................... 38 The Church’s Response to these Scholars ................................................................................ 45 Church Teaching ....................................................................................................................... 53 Catholic Schools ....................................................................................................................... 58 The Values of Catholic Schools ................................................................................................ 62 To Promote Cooperation and Intellectual Diversity ............................................................. 65 To Become an Advocate for the Powerless .......................................................................... 66 To Be an Active Force for Good in the Community ............................................................. 67 Catholic Social Teaching and Social Justice ............................................................................ 70 Building Blocks of Catholic Social Teaching ....................................................................... 71 From Catholic Social Teaching to Catholic Social Justice ....................................................... 73 Social Justice in Support of the Common Good ................................................................... 77 Beyond Catholic Social Justice ............................................................................................. 80 vi CHAPTER THREE: QUEER THEOLOGY: SEARCHING FOR ANSWERS IN UNFAMILAR PLACES ............................................................................................................. 84 Appropriating “Queer” ............................................................................................................. 84 Queer Social Theory ................................................................................................................
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