Adam J Greteman
BA, 2006, Creighton University, Omaha, NE; PhD, 2011, Michigan State University, East Lansing, MI. Publications: Journal of Social Theory in Art Education, Educational Theory, Journal of Philosophy and Education, Studies in Art Education, Journal of Curriculum and Pedagogy, Educational Philosophy and Theory. Books: The Pedagogies and Politics of Liking (Routledge, 2017), Genders and Sexualities in Education: Toward Queer Thriving (Palgrave MacMillan, forthcoming).
As a queer scholar, I am sensitive to the importance of including diverse voices and experiences in the classroom. I create a curriculum that allows my students to engage written texts through experiences grounded in our diverse communities. My goal in teaching is to develop our critical thinking and writing skills, along with our ability to debate issues in a constructive and agonistic manner. This is so we can speak to and about the lived realities of one another while developing our understanding of the course content. Throughout my teaching, I seek to provide students with encounters outside the classroom that take advantage of the rich cultural resources in Chicago.
As a scholar, I work at the intersections of philosophy, history, aesthetics, curriculum theory, and sexuality studies. I have an active writing practice that engages questions of queerness, education, and contemporary culture.
Across my research, I have a concern for overlooked or under investigated subjects that educate in under-recognized and under-theorized ways.
During the 2017–2018 academic year I will be competing my second book-length project that contemplates the work of queer thriving. If queer has survived into various threats, what are the next steps for cultivating queer lives, practices, and aesthetics? Utilizing a range of sources and arguments—popular and obscure—in this book I speculate the 21st century offers an opportunity to further generate new generations of queerness.
My first book project—The Pedagogies and Politics of Liking—published by Routledge (2017) was a co-authored investigation of the four-letter word "like." While ubiquitous in 21st century conversation and actions, we argued that like has far more potential in illuminating both the possibilities and pitfalls of like's ubiquity. The 21st century, we argued, has thus far turned out to be a century of liking demanding a critical assessment for what like, liking, and likability do for us in our daily lives.
My work is influenced by a range of sources—from the everyday experiences of teaching and commuting to the growing archive of queer ideas and practices. I find myself, as a scholar and a teacher, captivated by shiny objects that on first glance can seem ephemeral but often speak to and about larger historical, ethical, education, and political realities. My work is influenced by an eclectic array of modes of inquiry, including queer, feminist, and trans theories, pragmatism, Marxism, and post-structural ethics.
Disclaimer: All work represents the views of the INDIVIDUAL ARTISTS & AUTHORS who created them, and are not those of the school or museum of the Art Institute.