The cultural politics of queer theory in education research

This special issue was born from the idea that there are certain habits of thought and boundaries drawn around the use and perceived place of queer theory in education research. Our intention in this special issue is to disrupt these habits of thinking by opening up dialogue about (1) the objects and subjects of queer research; (2) the forms of politics incited by the use of queer theory in education; and (3), the methodological approaches used by scholars when queer(y)ing/queering. As editors, we invited contributions from those who found queer theory problematic, and/or past its use-by date, as well as from those who continue to see a productive place for queer research in education, however that may be defined