'After-queer' tendencies in queer research

Susan Talburt*, Mary Lou Rasmussen

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

85 Citations (Scopus)

Abstract

Our aim in this introduction is neither to enunciate an 'after-queer' vision nor to denounce queer theory. In thinking through an 'after-queer', we identify and seek to account for particular habits of thought that are often associated with queer research in education and queer research about young people. We trace certain traditions that frame queer research and consider the proper subjects, aims, and locations of such research projects. We contend that these habits of thought require further interrogation because they are intrinsic to researchers' visions of their own research and to the constitution of fields of research in the broader research imagination. Queer research in education is often conducted in schools and its focus is often young people and their teachers, taking abjection and amelioration as points of departure. In this special issue, we hope to provoke different sorts of imaginings about the accomplishments, problematics, and futures of queer research.

Original languageEnglish
Pages (from-to)1-14
Number of pages14
JournalInternational Journal of Qualitative Studies in Education
Volume23
Issue number1
DOIs
Publication statusPublished - Jan 2010
Externally publishedYes

Fingerprint

Dive into the research topics of ''After-queer' tendencies in queer research'. Together they form a unique fingerprint.

Cite this