ABSTRACT Why teach Black sexualities? How might Black lived sexualities provide students a more nuanced understanding of geography and place-making practices? The junctions of Blackness, sexuality, and place are understood as active processes that are being shaped and formed by and through power relations. This paper argues for centralizing the mutually constitutive nature of sexualities and Blackness, by troubling the normative notions of sexualities as commonly approached in curriculum and pedagogy. Focusing on Black sexualities is imperative, as Black lives, politics, and locations permeate the social order and can make visible the ways in which colonial legacies imbue global structures of dismissal, displacement, and erasure. Black sexualities are always personal and political, intermediating between systemic axes of oppression grounded in colonialism and imperialism and the agency of Black sex and sexual identities in spite of pathologizing structural components of society and space. As such, this paper considers the opportunities that Black sexualities offer in teaching and learning in the geography classroom. I consider the role of curricular choices, course discussions and assignments, and the pedagogy of embodiment. Embedded in a Black Geographies framework, I argue that centering a Black sense of place is essential to pedagogies of Black sexualities.

中文翻译：

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黑人性欲与地理课堂互动

摘要 为什么要教黑人性行为？黑人生活中的性行为如何让学生对地理和场所营造实践有更细致的理解？黑色、性和地方的结合被理解为由权力关系塑造和形成的积极过程。本文主张通过扰乱课程和教学法中普遍采用的性行为规范概念，将性行为和黑人的相互构成性质集中起来。关注黑人的性取向势在必行，因为黑人的生活、政治和地点渗透到社会秩序中，并且可以使殖民遗产渗透到全球解雇、流离失所和擦除结构的方式变得可见。黑人的性取向总是个人的和政治的，尽管社会和空间的结构成分病态化，但在以殖民主义和帝国主义为基础的系统性压迫轴心与黑人性别和性别认同的机构之间充当中介。因此，本文考虑了黑人性别在地理课堂教学和学习中提供的机会。我考虑了课程选择、课程讨论和作业以及具体化教学法的作用。嵌入在黑人地理框架中，我认为以黑人的地方感为中心对于黑人性行为的教学法至关重要。本文考虑了黑人性别在地理课堂教学和学习中提供的机会。我考虑了课程选择、课程讨论和作业以及具体化教学法的作用。嵌入在黑人地理框架中，我认为以黑人的地方感为中心对于黑人性行为的教学法至关重要。本文考虑了黑人性别在地理课堂教学和学习中提供的机会。我考虑了课程选择、课程讨论和作业以及具体化教学法的作用。嵌入在黑人地理框架中，我认为以黑人的地方感为中心对于黑人性行为的教学法至关重要。