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<p>Recognizing oneself and being socially recognized as a&#xa0;gendered, desiring subject requires knowledge of the normative expectations that constitute this social positioning. Knowledge about norms of gender and desirability is conveyed, negotiated, and transformed in socialization instances. Queer youth work aims to critically reflect heteronormative notions of gender and desirability and to open new possibilities of intelligibility. Within these spaces, young people should be able to engage with existing social orders and receive support in developing their gender identity and sexual orientation. In this way, the youth group becomes a&#xa0;site for the (re-)organization of knowledge of gender and desire norms that enables queer processes of subject formation. This article examines the ways in which this knowledge is constituted among peers and the way participants individually and collectively develop relations to the self. For this purpose, the concept of (peer) knowledge is developed and its role in shaping individual identity is explained. Based on selected scenes from an ethnographic study, key dimensions of the production of (peer) knowledge and its significance for processes of subject formation are examined. The conclusion highlights the importance of pedagogically curated spaces for the organization of (peer) knowledge, which enable young (queer) people to develop a&#xa0;positive relation to themselves.</p>

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Das Wissen um das Selbst

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月29日

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  • Nils Klevermann

摘要

Recognizing oneself and being socially recognized as a gendered, desiring subject requires knowledge of the normative expectations that constitute this social positioning. Knowledge about norms of gender and desirability is conveyed, negotiated, and transformed in socialization instances. Queer youth work aims to critically reflect heteronormative notions of gender and desirability and to open new possibilities of intelligibility. Within these spaces, young people should be able to engage with existing social orders and receive support in developing their gender identity and sexual orientation. In this way, the youth group becomes a site for the (re-)organization of knowledge of gender and desire norms that enables queer processes of subject formation. This article examines the ways in which this knowledge is constituted among peers and the way participants individually and collectively develop relations to the self. For this purpose, the concept of (peer) knowledge is developed and its role in shaping individual identity is explained. Based on selected scenes from an ethnographic study, key dimensions of the production of (peer) knowledge and its significance for processes of subject formation are examined. The conclusion highlights the importance of pedagogically curated spaces for the organization of (peer) knowledge, which enable young (queer) people to develop a positive relation to themselves.