And those who were seen dancing were thought to be insane by those who could not hear the music. ~ Friedrich Nietzsche
When, exactly, do we want less eroticism? ~ Geoffrey Sirc
If I can’t dance, I don’t want to be part of your revolution. ~ Emma Goldman
This essay explores boundaries: the artificial peripheries demarcating the disciplines we practice; the arbitrary conceit of teacher and student occupying different but conjoined spaces; the troubling assumption that selves and desires can be partitioned. We seek to explore the possibility of introducing a practice of queerness into teaching composition while resisting the temptation to crystallize such an approach into pedagogy or definitive best practices. In this process we acknowledge the disciplinary complications of frequent “turns” in attempting to find a definitive, all-purpose pedagogical model, while also examining how queer practice has been obscured and/or subsumed by social justice concerns and our aversion to causing risk and potential disaster in the classroom and/or the lives of our students. Our endeavor proves complex and even confounding because it requires resistance to the impulse to seek or offer prescriptive advice and then apply it. Our open invitation is to dance alongside us with the complexities and uncertainties of thinking and practicing queer in composition, relinquishing any imperative to operate in conventional, expected ways or to offer concrete suggestions.