Queer theory, policy and education

Mary Lou Rasmussen*, Christina Gowlett

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

7 Citations (Scopus)

Abstract

The chapter considers the significance of queer theory for education policy within the context of education policy related to studies of gender and sexuality, and also beyond this frame. Queer theory is consequently useful for analysing the boundaries of acceptability created by, in and through the enactment of policy. Sex, gender and sexuality are not fixed, nor are they dependent upon one another. In this sense, sex, gender and sexuality are performative. It is this instability that opens up possibilities for thinking about and doing gender, sex and sexualities differently. Schools, sexualities and performative subjects act as an ethnographic study of boys, homophobia and different types of masculinity in school contexts. A recurring analytic in education policy analysis has been the understanding of policy 'take up' in schools. The use of queer theory in education policy analysis also provokes one to think about the cultural intelligibilities that policy incites.
Original languageEnglish
Title of host publicationEducation Policy and Contemporary Theory
Subtitle of host publicationImplications for Research
PublisherTaylor and Francis Inc.
Pages195-207
Number of pages13
ISBN (Electronic)9781317816829
ISBN (Print)9780415736558
DOIs
Publication statusPublished - 12 Jun 2015
Externally publishedYes

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