queer theory in education

By Nick Davis, assistant professor of English and Gender Studies at Northwestern University

queer theory in education

Queer theory in education
Thus to assign or study queer theory, even at its most difficult, is not to abandon but to gratify a real-world community, encouraging its members to consider our lives as pivotal within major conceptualizations of human experience, local and global, past and present. Genders and sexualities of all stripes deserve to be valued as centerpieces, not sidebars, within histories of human thought. To address these subjects as complex ideas in perpetual flux—as theories, not facts—challenges students to think critically and to engage across differences.

Leck, G. M. (1999). Afterword. In W. J. Letts & J. T. Sears (Eds.), Queering elementary education: Advancing the dialogue about sexualities and schooling (pp. 257–262). New York: Rowman & Littlefield. Find this resource:
Spargo, T. (1999). Foucault and queer theory. New York: Totem Books. Find this resource:

Queer theory in education
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“. [Pinar] has assembled a passionate, challenging and academically stretching collection of essagys that both re-appropriate the term ‘queer’ and question the whole process of ‘normalisation’ in education.”
— British Journal of Educational Psychology

AU – Jones, Tiffany
Research output : Chapter in Book/Report/Conference proceeding › Chapter

LOURO, GUACIRA LOPES. Queer Theory : A Post-Identity Politics for Education . Rev. Estud. Fem. [online]. 2001, vol.9, n.2, pp.541-553. ISSN 1806-9584. https://doi.org/10.1590/S0104-026X2001000200012.
The so-called sexual “minorities” are today much more visible than before. Accordingly, there is also more conflict between them and conservative groups. This confrontation, which should be observed closely by educators and students of culture, becomes even more complex if we consider that the great challenge is not to affirm that gender and sexual positions have multiplied and overcome all types of binarisms, but to admit that all borders are being constantly crossed over and that some social subjects live precisely on the border. There is, then, a new social dynamics in action in the gender and sexual movements (and theories). It is within this framework that we should understand queer theory. Acknowledging that an identity politics can become part of that very system which it wants to question, queer theorists propose a post-identity theory and politics. Taking their inspiration from the French post-structuralism, they critique the heterosexual/homosexual opposition, which they think is the central category organizing social practices, knowledge and relationships among subjects. What, after all, this theory has to say to the field of education?